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Trondheim, 7-9 June 2017

Abstracts

Gløshaugen Campus (O.S. Bragstads plass 2e)

NFSUN

Nordiske Forskersymposium

om Undervisning i Naturfag

Nordic Research Symposium

On Science Education

12th Symposium

Trondheim 7 - 9 June 2017

Abstracts

NTNU Institutt for lærerutdanning

Department of Teacher Education

NFSUN 2017 – Organisers

Trondheim Committee

Jardar Cyvin (chair)

Berit Bungum

Unni Eikseth

John Magne Grindeland

Astrid Johansen

Ragnhild Lyngved Staberg

Nordic committee

The representatives from the other Nordic countries have contributed in

an exceptional way for the NFSUN 2017 conference, and we thank them

warmly for their great efforts and for the good collaboration.

Berit Bungum (chair), Department of Teacher Education, Norwegian

University of Science and Technology

Jardar Cyvin, Department of Teacher Education, Norwegian

University of Science and Technology

Birgitte Lund Nielsen, Teacher Education, VIA University College,

Denmark

Christina Ottander, Department of Science and Mathematics

Education, Umeå University, Sweden

Auður Pálsdóttir, School of Education, University of Iceland

Anna Uitto, Department of Teacher Education, University of Helsinki,

Finland

Abstract book editors

Astrid Johansen

John Magne Grindeland

Cover photo: Nidaros Cathederal, view from Elgseter bridge.

Photos by J. M. Grindeland except were otherwise noted

Photos of Keynotes provided by keynotes themselves.

Printed by NTNU Grafisk senter, Trondheim 2017

NFSUN, Trondheim, 7.-9. June 2017

Page 3

Welcome to Trondheim and NFSUN 2017!

Dear Science colleagues!

Very welcome to Trondheim and this year's NFSUN symposium.

This symposium in Trondheim is the 12th, and it is the third of these

events to be held in Norway. 33 years ago the 1st Nordic Research

Symposium on Science Education was arranged in Sweden, and from

1987 on it was renamed as a science symposium. From then on, these

symposia have been arranged every third year; you can find the list of

previous places on page 4 in this booklet and at the NFSUN permanent

net site: http://nfsun.org. We hope that you will find the new net site useful

and we hope to find a way to maintain this net site in the future in order

to maintain the NFSUN history and as a place for information between

symposia.

We hope you will all enjoy these three days of scientific program, use the

opportunities to meet your Nordic colleagues, build new networks, take

care of old networks, and hopefully return home with new inspiration for

science teaching and research. We also hope you will enjoy our historic

city, founded in 997 by the king Olav Trygvason. Trondheim was a former

capital of Norway, and is today the third largest city in Norway and an

important city of the middle part of Norway. We recommend you to take

a walk through the narrow streets (“smug”) of the old part of the city to

feel the atmosphere of the medieval city “Kaupangen in Nidaros” which

was the name of the city at that time.

Once again, welcome to Trondheim, to the Norwegian University of

Science and Technology (NTNU) and to the 12th NFSUN symposium.

On behalf of the scientific and practical committee

Berit Bungum and Jardar Cyvin


Page 4

List of Previous Symposia

NFSUN 2014, 11th symposium. Helsinki, Finland

NFSUN 2011, 10th symposium. Linkøping, Sweden

NFSUN 2008, 9th symposium. Reykjavik, Iceland

NFSUN 2005, 8th symposium. Aalborg, Denmark

NFSUN 2002, 7th symposium. Kristisansand, Norway

NFSUN 1999, 6th symposium. Joensuu, Finland

NFSUN 1996, 5th symposium. Kristianstad, Sweden

NFSUN 1993, 4th symposium. Gilleleje, Denmark

NFSUN 1990, 3rd symposium. Lillehammer, Norway

NFSUN 1987, 2nd Nordic Research Symposium on Science

Education. Lindås, Sweden.

1984, 1st Nordic Research Symposium on Physics Didactics.

Ebeltoft, Denmark.


Page 5

Content

NFSUN 2017 – Organisers ............................................................................... 2

Welcome to Trondheim and NFSUN 2017! ..................................................... 3

List of Previous Symposia ................................................................................ 4

Content .............................................................................................................. 5

Contributing reviewers ................................................................................... 10

Keynotes Astrid T. Sinnes .............................................................................................. 11

Wollf-Michael Roth ........................................................................................ 12

Kristiina Kumpulainen .................................................................................... 13

Pernilla Nilsson ............................................................................................... 14

Invited Plenary Symposium National Centers: Opportunities and challenges in disseminating from

research to practice and the other way around .................................... 15

Oral Presentations 12. Karolina Broman: To flip or not to flip – Students’ use of the learning

material in a flipped university organic chemistry course .................. 17

13. Karolina Broman: Collaboration between university and school

– How do we make use of each other’s competencies? ...................... 18

14. Kari Beate Remmen, Merethe Frøyland: Developing a learning

progression for students: from everyday to scientific observation

in geology ............................................................................................ 19

15. Monica Axelsson, Kristina Danielsson, Britt Jakobson, Jenny Uddling:

Elaboration and negotiation of new content. The use of meaning-

making resources in multilingual science classrooms ........................ 20

16. Peter Gustafsson, Gunnar Jonsson, Tor Nilsson: Teknikämnet i svensk

grundskolas tidiga skolår sett genom forskningscirkelns lupp ........... 21

18. Susanne Walan: Student responses to visits to researchers’ night

events ................................................................................................... 22

19. Karolina Broman, Sascha Bernholt: Relevance or interest? Students’

affective responses towards contextual settings in chemistry

problems .............................................................................................. 23

20. Sofie Areljung: Why do preschool educators adopt or resist a

pedagogical model that concerns science? .......................................... 24

22. Erik Knain, Tobias Fredlund, Anniken Furberg: Making the

invisible visible across modes and representations ............................. 25

23: Robert Evans: Self-efficacy as an indicator of teacher success in

using formative assessment ................................................................. 26


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23. Lars Brian Krogh, Pernille Andersen, Harald Brandt, Keld Conradsen,

Benny Johansen, Michael Vogt: Vejledning i længere-varende

fællesfaglige forløb i naturfag - værktøjer og artefaktbasering .......... 27

25. Birgitte Lund Nielsen, Harald Brandt, Hakon Swensen, Ole Radmer,

Mogens Surland, Diego Nieto, Matt Ramirez: Students as producers

of Augmented reality in science - developing representational

competence trough scaffolded dialogue .............................................. 28

26. Mats Lundström, Karin Stolpe, Nina Christenson: Once again?

- How an upcoming vaccination debate is portrayed in

(Swedish) media .................................................................................. 29

27. Urban Eriksson, Maria Rosberg, Andreas Redfors: Disciplinary

Discernment from Hertzsprung-Russell-diagrams ............................. 30

28. Tanja Walla: Naturfaglæreres vurderingspraksis, med et særskilt

fokus på læringsprosesser knyttet til argumentasjon ......................... 31

29. Lena Hansson, Lotta Leden, Ann-Marie Pendrill: Contemporary

science in the lower secondary physics classroom ............................. 32

30. Søren Witzel Clausen: Danish geography teachers thoughts

concerning own teacher professionalism ............................................ 33

31. Jesper Sjöström: Towards bildung-oriented science education –

framing science teaching with moral-philosophical-existential-

political perspectives ........................................................................... 34

32. Peer Daugbjerg, Lars Brian Krogh, Charlotte Ormstrup:

Evaluering af ny tværfaglighed i naturfagene ..................................... 35

33. Katrin Vaino, Toomas Vaino, Christina Ottander: Designing

an ice cream making device: an attempt to combine science

learning with engineering .................................................................... 36

35. Maria I. M. Febri, Jan Tore Malmo: Language interference in

understanding of Newton’s rd law: case of Norwegian

primary school pre-service teachers .................................................... 37

36. Maria Lindfors, Madelen Bodin, Shirley Simon: Unpacking

students' epistemic cognition in a problem solving environment ....... 38

37. Berit S. Haug, Sonja M. Mork: Fra visjon til klasserom: Hva slags

støtte trenger lærere for å fremme dybdelæring i naturfag? .............. 39

38. Mervi A. Asikainen, Pekka E. Hirvonen: Finnish mentor physics

teachers’ ideas of a good physics teacher ........................................... 40

39. Marianne Ødegaard, Eugene Boland, Mysa Chu, Thea-Kathrine

Delbekk, Heidi Kristensen: Snapping stories in science - lokale

hverdagskulturer og sosiale medier som inngang til naturfag og

bærekraftig utvikling ........................................................................... 41

40. Magne Olufsen, Solveig Karlsen: Changes in preservice teachers’

knowledges. A case study from the new teacher education

program at UiT – the Arctic University of Norway ............................ 42


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41. Cathrine Tellefsen, Doris Jorde: Building science teacher

identity for grades - at the University of Oslo .................................... 43

43. Anne-Lise Strande: Grubletegninger som verktøy for å skape

økt naturfaglig forståelse for elever og lærerstudenter ....................... 44

44. Anders Hofverberg, Mikael Winberg: Achievement goal factor

structure among chemistry students in grade – : a comparison

between Sweden and Germany ........................................................... 45

45. Henrik Ræder, Carl Angell, Ellen Karoline Henriksen: Uskarp

forståelse: analyse av elevsvar knyttet til partiklers

bølgeegenskaper og uskarphets-relasjonene ....................................... 46

46. Wenche Sørmo, Karin Stoll, Mette Gårdvik: Sjøuhyret -

et tverrfaglig undervisningsopplegg om marin forsøpling

innenfor utdanning for bærekraftig utvikling...................................... 47

48. Miranda Rocksén, Gerd Johansen, Birgitte Bjønness: Developing

awareness of illustrative examples in science teaching

practices: the case of the giraffe-problem ........................................... 48

49. Claus Bolte: The concept of scientific literacy and how to realize

contemporary science education practice discussed from an

international perspective ..................................................................... 49

50. Kristin Elisabeth Haugstad, Maria I. M. Febri: Pre-service teacher

understanding of buoyancy: case of primary school science teacher . 50

51. Torodd Lunde: Lärares syften med kontextbaserade undersökande

aktiviteter utvecklade under en lärarfortbildning ................................ 51

52. Torodd Lunde: Samhällsfrågor med naturvetenskapligt innehåll

och demokratisk fostran ...................................................................... 52

54. Stein Dankert Kolstø: A prescriptive model for how to use dialogues to

stimulate students’ learning processes in inquiry-based and

traditional science teaching ................................................................. 53

55. Cristian Abrahamsson: Teacher’s stories of engaging science

teaching. A delphi study on teachers' views on the factors that

create engagement in a science classroom .......................................... 54

56. Jenny Sullivan Hellgren, Ewa Bergqvist, Magnus Österholm:

Argumentation in university textbooks: comparing biology,

chemistry and mathematics ................................................................. 55

57. Frank Bach, Birgitta Frändberg, Mats Hagman, Eva West, Ann

Zetterqvist: Finns "Förmågorna"? ....................................................... 56

58. Jenny Sullivan Hellgren: Towards a theoretical model for

approaching motivation in the science classroom .............................. 57

59. Stine Karen Nissen, Henrik Levinsen: Implementeringen af

Flipped Learning i fysik/kemi-undervisningen i grundskolen ............ 58


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60. Inese Dudareva, Dace Namsone: Professional development of

science and mathematics teachers for building student

digital competence: experience of Latvia ........................................... 59

62. Ragnhild Lyngved Staberg, Maria I. M. Febri, Jardar Cyvin,

Svein Arne Sikko, Øistein Gjøvik, Birgit Pepin: Connecting

orchestration and formative assessment in the technology

rich science classroom ......................................................................... 60

64. Tobias Fredlund, Erik Knain, Anniken Furberg: Teaching science using

underdetermined representations: illustration and implications ......... 61

66. Matthias Stadler, Festo Kayima: Why many chemistry teachers

find it difficult to ask good questions .................................................. 62

68. Charlotte Lagerholm, Claes Malmberg, Urban Eriksson:

Analysing representations of concept in physics textbooks for

lower secondary school in Sweden – the concept of pressure ............ 63

69.Anna Karin Westman, Magnus Oskarsson: Elevers motivation

och engagemang i en förändrad lärmiljö ............................................. 64

71. Lars Björklund, Karin Stolpe: Attitydmätningar med q-methodology .... 65

73. Tiina Kiviniemi, Per-Odd Eggen, Jonas Persson, Bjørn Hafskjold,

Elisabeth Egholm Jacobsen: Development of a chemistry

concept inventory for general chemistry students at

Norwegian and Finnish universities .................................................... 66

74. Anttoni Kervinen, Anna Uitto, Arja Kaasinen, Päivi Portaankorva-

Koivisto, Kalle Juuti, Merike Kesler: Piloting a Collaborative Model

in Teacher Education – An Overview of a Teacher Professional

Development Project ........................................................................... 67

79. Charlotte Aksland, Inger Kristine Jensen, Aase Marit Sørum Ramton:

Hva legger lærere vekt på i begynneropplæringen i naturfag? ........... 68

82. Jens Dolin: The design and implementation of an assessment method

combining formative and summative use of assessment .................... 69

84. Erik Fooladi: Does school science provide answers to

“everyday life” questions? Student choices of information

sources in open-ended inquiry ............................................................ 70

88. Kristín Norðdahl: Teachers’ use of the outdoor environment in

teaching young children about living beings ...................................... 71

90. Svein Sjøberg: Should we sacrifice inquiry-based science

education in order to climb on PISA-rankings? .................................. 72

91. Auður Pálsdóttir, Erla Lind Þórisdóttir, Sigríður Ólafsdóttir:

The size of vocabulary and relations to reading

comprehension in science .................................................................... 73

93. Anna Uitto, Seppo Saloranta: The relation between subject

teachers’ universal values and sustainability actions in the school .... 74


Page 9

Symposia 42. Majken Korsager, Eldri Scheie, Ole Kronvald, Maiken Rahbek Thyssen,

Jens Bak Rasmussen, Daniel Olsson, Annika Manni, Helena Näs:

Nordisk modul for kompetanseheving av lærere i undervisning

for bærekraftig utvikling ..................................................................... 75

72. Markus Stoor, Liv Oddrun Voll, Peter Vinnervik: Teknologiämnets

innehåll i skenet av etablering av teknik tekniskt kunnande .............. 76

Workshops 1. Pål Kvello, Trym Sneltvedt, Kristin Haugstad, Kari Feren, Jan Tore

Malmo, Jardar Cyvin, Trygve Solstad: From single neuron to brain

function – a brain building kit developed to fill in the

missing link in school .......................................................................... 77

2. Harald Brandt, Birgitte Lund Nielsen, Håkon Swensen, Ole Radmer,

Mogens Surland, Diego Nieto, Matt Ramirez: Augmented reality i

naturfagene – elever som produsenter av digitale, naturfaglige

modeller ............................................................................................... 78

3. Aud Ragnhild Skår, Øystein Sørborg: Cella som system .......................... 79

4. Anders Vestergaard Thomsen, Nina Troelsgaard Jensen:

Skolevirksomhedssamarbejde – elever der løser

autentiske problemer i samarbejde med en virksomhed ..................... 80

5. Sofie Areljung, Anders Hofverberg, Peter Vinnervik: Creating a material

solution to a socio-scientific issue: making in the science and

technology classroom .......................................................................... 81

Posters 11. Tor Nilsson: Educative curriculum materials and chemistry: a match

made in heaven? .................................................................................. 82

47. Sabine Streller, Claus Bolte: Becoming a chemistry teacher –

expectations and reality in chemistry education courses .................... 83

75. Anne Bergliot Øyehaug, Anne Holt: Dybdelæring og progresjon

i elevers forståelse av stoffer og kjemiske reaksjoner ........................ 84

78. Mai Lill Suhr Lunde, Ketil Mathiassen, Tobias Fredlund, Erik Knain:

Lærerstudenters erfaringer med bruk av representasjoner i praksis ... 85

80. Alexina Thoren Williams, Maria Svensson: Teaching in the rain

forest. Student teachers meaning – making in an informal

science learning environment .............................................................. 86

83. Stig Misund, Jo Espen Tau Strand, Inger Wallem Krempig,

Tove Aagnes Utsi: New teaching practice – teacher students

evaluate their work effort and motivation ........................................... 87

86. Mona Kvivesen: The teachers choise for preparing students for

out-of-school settings .......................................................................... 88

Index of contributors ...................................................................................... 89


Page 10

Contributing reviewers

Denmark

Peer Daugbjerg, Jens Dolin, Jens Jakob Ellebæk, Steffen Elmose,

Birgitte Lund Nielsen, Morten Rask Petersen, Martin Sillasen, Pernille

Maj Svendsen

Finland

Tuomas Aivelo, Kalle Juuti, Tuula Keinonen, Sirpa Kärkkäinen, Pia

Sjöblom, Eija Yli-Panula

Iceland

Stefán Bergmann, Brynhildur Bjarnadóttir, Hafþór Guðjónsson, Eggert

Lárusson, Allyson Macdonald, Auður Pálsdóttir, Svava Pétursdóttir,

Hrefna Sigurjónsdóttir, Kristján Ketill Stefánsson, Meyvant Þórólfsson

Norway

Siv Almendingen, Berit Bungum, Maria Vetleseter Bøe, Per-Odd Eggen,

Maria I. M. Febri, Erik Cyrus Fooladi, Gerd Johansen, Stein Dankert

Kolstø, Majken Korsager, Annette Lykknes, Sonja M. Mork, Trude

Nilsen, Kari Beate Remmen, Ragnhild Lyngved Staberg, Matthias

Gregor Stadler, Marianne Ødegaard, Edvin Østergaard

Sweden

Karolina Broman, Ingela Bursjöö, Nina Christenson, Jenny Sullivan

Hellgren, Annie-Maj Johansson, Torodd Lunde, Mats Lundström, Ann

Mutvei, Tor Nilsson, Christina Ottander, Ann-Marie Pendrill, Miranda

Rocksén, Lennart Rolandsson, Katrin Vaino, Maria Åström


Page 11

Keynote 1

Astrid T. Sinnes Associate Professor Norwegian University of Life Sciences

Astrid T. Sinnes main research interest is education

for sustainable development. For several years she

has conducted research on how schools and teacher

education institutions can transform in order to prepare students and teachers to

contribute to the “green shift” in education. Astrid Sinnes has been a visiting

scholar at Earth Institute, Columbia University. She has recently published a book

on education for sustainable development for teachers and teacher educators.

more: www.nmbu.no/ans/astrid.sinnes

Science education for a sustainable future; what competencies do young people need?

In the talk, Astrid Sinnes will use current research on the situation for the

global environment as a point of departure to discuss what competencies

young people will need to live sustainable lives and become active

citizens in world marked by climate change and other environmental

threats. The talk will present research on how education systems can

change in order to prepare students for this future. Research within

education for sustainable development challenge the content and working

methods of science education but also the way schools are being run in

order to accommodate and teach students and teachers sustainable

practices. In the talk Sinnes will argue that knowledge about the environ-

ment is not enough to develop competencies necessary to contribute to

sustainable development. Connections must therefore be established

between theoretical knowledge presented through the curriculum and the

sustainable practices that the students experience in school.


Page 12

Keynote 2

Wolff-Michael Roth Lansdowne Professor of Applied Cognitive Science, University of Victoria, Canada

Wolff-Michael Roth is Lansdowne Professor of Applied

Cognitive Science at the University of Victoria. His empirical

work focuses on knowing and learning across the life span,

with a concentration on learning in science and mathematics. His theoretical work

focuses on dialectical materialist approaches that informed Vygotsky, Leont’ev,

Il’enkov, and Bakhtin. He is author/editor of 58 books, 450+ articles in peer-

reviewed journals, and 200+ book chapters. With many awards, he received an

honorary doctorate from the University of Ioannina, Greece.

More: web.uvic.ca/~mroth/

Dwelling: Toward a Phenomenological Foundation for Science and Environmental Education

In conceptual change approaches to science education, the environment is but

another aspect represented in the mind and therefore constitutes but an external

factor that mediates mental constructions. The notion “sense of place” and the

Bakhtinian concept “chronotope” have been proposed as alternatives to

provide a cultural-historical approach to science education that places a

primacy on the everyday experiences that learners have with their environ-

ment. However, both concepts presuppose the existence of place and space and

therefore cannot, from phenomenological perspectives, constitute the ground

from which emerge our experiences of the environment or the learning of

science. To ground and exemplify an alternative theory of learning that over-

comes the problems of conceptual change approaches and their more recent

alternatives I draw on a database established in the course of over a decade of

research within one community concerning the relationship of science,

knowing, and the environment. This alternative is grounded in the phenomeno-

logical insight that we always already find ourselves in a familiar world that

we inhabit. “Hence, Levinas writes, the subject contemplating a world pre-

supposes the event of dwelling.” Dwelling (habiting) immediately grounds this

approach to knowing and learning in the environment because sociologically,

habiting implies not only habitus, habits, inhabitation, and habitat but also

labor, the body, and consciousness. That is, dwelling leads us to a practice-

theoretical foundation of science and environmental education.

http://web.uvic.ca/~mroth/


Page 13

Keynote 3

Kristiina Kumpulainen Professor, Department of Teacher Education, University of Helsinki, Finland

Kristiina Kumpulainen is a Professor of Education at the

Department of Teacher Education at the University of

Helsinki. She is also the founding member and scientific

director of the Playful Learning Center. Professor Kumpulainen has worked for

many years within a sociocultural research paradigm conceptualising and analysing

tool-mediated learning and communication in various educational arrangements in

and out of school. Her current research centers on creative STEM learning, digital

literacy, socio-materiality, learner agency and identity, resilience, as well as visual

research.

More: kristiinakumpulainen.fi

A sociocultural analysis of the educational potential of “makerspaces” for STEM learning and teaching

Lately, there has been an increased interest in makerspaces as a new

sociomaterial arrangement for young people’s creative and personally

meaningful engagement in STEM learning. Educational makerspaces

have also attracted growing interest in Finland as they resonate well with

the new Finnish core curriculum that introduces a phenomenon-based

learning model, emphasizing real-life problem-solving, students’ agency,

digital literacy, collaboration and entrepreneurship. Drawing on socio-

cultural theorizing, in her talk professor Kumpulainen will critically

analyse the educational potential of makerspaces for young people’s

agency, learning and identity development in STEM. She will also

address how teachers make sense and manage their role in makerspaces

as a new learning arrangement. In doing so, she will consider the

developmental potential of makerspaces for professional learning, as well

as for institutional transformation.


Page 14

Keynote 4

Pernilla Nilsson Professor, Halmstad University, Sweden

Pernilla Nilsson is a professor in Science Education at Halmstad

University in Sweden. During the last decade, she has focused her

research on teachers´ and student teachers´ development of

Pedagogical Content Knowledge (PCK) both in primary and

secondary science education. She has worked with different tools and activities such

as Content Representations (CoRe), Learning Study, video and digital portfolios to

stimulate reflection and to help teachers and student teachers engage in their own

professional learning. She has also been working on scientific literacy, formative

assessment and self-study. She has a genuine interest in teacher professional

learning and aspects within teachers´ practice that make a difference for students´

engagement and learning in science.

More: www.hh.se/english/research/professors/pernillanilsson.65441212.html

When teaching matters - Developing science teacher knowledge through collaboration and reflection

The inherent complexity of teacher knowledge, and hence teacher

learning, has been well documented in science education research

literature. In order to teach science in ways that promote students’

understanding, Shulman claimed that teachers need pedagogical content

knowledge (PCK), a special kind of knowledge that teachers have about

how to teach particular content to particular pupils. But how can teachers

develop their understanding of PCK in order to make a difference in

students’ learning? One way for teachers to develop their professional

knowledge with a focus on specific science content and the ways students

learn such content is through being involved in researching their own

practice in different collegial settings. This talk aims to discuss the

perspectives about science teacher knowledge by referring to a project in

which three teachers were engaged in collaboration and critical reflection

on their teaching of science in a learning study. The talk will provide

evidence on how teacher collaboration, and particularly interactions

between teachers, may underpin the development of PCK. As such, the

talk will raise how teachers’ professional knowledge of teaching is

enhanced and, further, how students’ learning might be developed as a

consequence.


Page 15

Invited Plenary Symposium

National Centers: Opportunities and challenges in disseminating from research to practice and the other way around

The national science resource centers in the Nordic countries play a

crucial role in the day-to-day work of maintaining and mediating network-

ing in the field of science, technology and health education, therefore a

representative from each of these centers has been invited to contribute to

a symposium addressing the following question:

How can we qualify “knowledge circulation”, and create more “collabora-

tive rooms” between all the different actors in the field of science,

technology and health education – with a particular focus on teaching and

research & development collaboration?

Contributors:

Birgitte Lund Nielsen, VIA University College, Denmark

Auður Pálsdóttir, University of Iceland

Merethe Frøyland, Naturfagsenteret (National Centre for Science

Education), Norway

Dorthe Salomonsen and Mikkel Bohm, ASTRA, Denmark

Karin Stolpe, NATDID, Sweden

Anna Uitto, LUMAT, Finland


Page 16

The Church of Our Lady. The oldest parts date from 12th century.


Page 17

Oral Presentations

12. To flip or not to flip – Students’ use of the learning material in a flipped university organic chemistry course

, Dan Johnels

Umeå University, Umeå, Sweden

University chemistry courses have had a similar approach to teaching for

a long time, with chemistry professors lecturing in a traditional manner.

Today, flipped learning approaches have found their ways into higher

education and positive results from for example the US have been spread

and made Swedish university chemistry teachers interested and curious to

develop their courses. The rationale of flipped learning is to incorporate

an active learning approach in the lecture halls and thereby hopefully both

increase student engagement and learning outcomes. In this presentation,

an implementation project where an organic chemistry course has

changed focus from traditional teaching to flipped learning will be

presented.


Page 18

13. Collaboration between university and school – How do we make use of each other’s competencies?

Umeå University, Umeå, Sweden

Through design-based research, two collaboration projects between

school and university are presented to illustrate how science education

research can both inform practice and at the same time learn from practice.

Evidence-based practice has been elaborated for more than 25 years,

however several aspects still need more consideration. How can we

achieve a win-win situation for both research and practice, how can we

make use of both parts and not only try to implement research in schools

in a one-way manner? In this study, two different collaboration projects

concerning teacher education and in-service teacher training will be used

as examples to highlight the possibilities for a collaboration where both

parts benefit from each other. Through the lens of design-based research,

the development of the projects will be emphasised in the presentation.


Page 19

14. Developing a learning progression for students: from everyday to scientific observation in geology

, Merethe Frøyland2

1University Of Oslo, Department of teacher education and school research, Norway 2Norwegian Center for Science Education, Oslo, Norway

This study addresses how students use observation to identify rocks – a

key activity for geologists. This is carried out by investigating how an

intervention – a tool for rock identification – proposed in a recent study

can support students to identify rocks in line with a scientific perspective.

Data consists of videos of 19 small student groups from three schools (55

students aged 16-18) who identified rocks. Drawing on the Observation

framework by Eberbach & Crowley (2009), we analyze how students

observed rocks: how they noticed features of rocks and how they con-

nected the features to geological processes. Findings revealed that three

student groups used everyday observation to identify rocks, 13 groups

performed rock identification on a transitional level, while three groups

performed in line with scientific observation. This indicated that the “tool

for rock identification” enabled most students to achieve a more scientific

understanding of rock identification. Based on the findings, we argue that

scientific observation is critical for engaging in scientific practices that

support scientific understanding of rocks. We also propose that the

findings can be used to develop an Observation framework for rock

identification that can be used by teachers to support and assess students’

understanding.


Page 20

15. Elaboration and negotiation of new content. The use of meaning-making resources in multilingual science classrooms

, , Britt Jakobson, Jenny

Uddling

Stockholm University, Sweden

This presentation reports results from a study aiming at examining

multilingual students’ meaning-making in science when instructed

through Swedish. Focus is on how new content is elaborated and

negotiated through various semiotic resources such as written and spoken

language, still and moving images, gestures and physical artefacts. Data

consist of video and audio recordings and digital photographs from two

multilingual physics classrooms (students aged 11-12 and 14-15

respectively) and one biology classroom (students aged 14-15 years).

Theoretically, the project takes its stance in social semiotics and pragmat-

ist theory. Data are analysed through systemic functional linguistics,

multimodal analyses and Dewey’s principle of continuity. The results

show that the teachers and the students were engaged in meaning-making

activities involving a variety of semiotic resources in ways that sometimes

matched both students’ linguistic and scientific level. However, some

observations indicate classroom practices that might constitute a hind-

rance for meaning-making. The study has implications for ways of

promoting multilingual students’ meaning-making in science, including

learning science, competent action, that is, norms about how to act in the

science classroom, and communicating through different modes.


Page 21

16. Teknikämnet i svensk grundskolas tidiga skolår sett genom forskningscirkelns lupp

, Gunnar Jonsson, Tor Nilsson

Mälardalen University, Eskilstuna and Västerås, Sweden

Technology has been a compulsory subject in the Swedish school

curriculum since 1980. However, many primary school teachers say that

they do not feel comfortable with teaching technology. This often results

in a teaching time that is a (too) small part of the total teaching time of

science and technology. In addition, studies show that pupils probably are

not given equivalent education as the syllabi may be interpreted in differ-

rent ways. With this as a background, we have conducted three research

circles under the guidance of researchers, in three municipalities in the

Mälardalen region addressing teachers working in preschool class to

grade 6. Each circle had up to five participants and had five meetings

during a year. Based on the teachers’ own questions and needs we have

studied didactic literature connected to the subject technology, discussed

the syllabi for technology and different forms of teaching support. Results

of the research circles were that the teachers have had time and

opportunity to talk technology and find inspiration to try new ideas in their

teaching. They experienced opportunities to work with a subject content

linked to the syllabi for technology and ways to integrate technology with

other school subjects.


Page 22

18. Student responses to visits to researchers’ night events

Karlstad University, Sweden

Activities around the world aim to stimulate students’ interest in science,

technology, engineering and mathematics. The European Researchers’

Nights are one such example. This study investigated how seven students

aged 15–19 responded to visiting such events. The study is based on

interviews with the students and the results showed that they were all

positive to the visit, in most cases experiencing it as better than expected.

The results were categorised under the themes: expectations versus

experiences, interest in research context and relevance of research. Most

of the students were positive about being a scientist and could even

imagine a future science career. The context of event presentations

sparked the interest of the students who could relate it to their daily lives,

or found it to have societal relevance. This study is a pilot and will be

followed by a future study including more students.


Page 23

19. Relevance or interest? Students’ affective responses towards contextual settings in chemistry problems

, Sascha Bernholt2

1Umeå university, Sweden 2Leibniz Institute for Science and Mathematics Education, IPN, Kiel University, Germany

To make students interested and engaged in science, several new teaching

approaches have been developed aiming for higher order thinking.

Context-based learning approaches emanates from an idea that science

content knowledge should be presented in a, for students, relevant context

to improve their learning outcomes as well as making them more inter-

ested in science. Previous research has shown positive results; however,

researchers and teachers need to consider which aspects of the contextual

settings young students perceive as interesting and relevant. In this

presentation, the notions of ‘interest’ and ‘relevance’ will be elaborated

further to discuss which aspects of open-ended chemistry problems

students prefer.

Kristiansten Fort was built in 1681.


Page 24

20. Why do preschool educators adopt or resist a pedagogical model that concerns science?

Department of Science and Mathematics Education, Umeå University, Sweden Umeå Centre for Gender Studies, Umeå University, Sweden

The article examines reasons that preschool educators adopt or resist a

pedagogical idea that concerns science. The analysis builds on group

interviews with preschool educators that have, during a 1.5-year-period,

implemented and developed a pedagogical idea in practice. In the

analysis, the reasons that educators adopt or resist this pedagogical idea,

are allocated to five different domains; the personal, external, practice,

consequences, and community domain. While the results show few ex-

amples of resistance towards the idea, they suggest that the idea is

reinforced in relation to all five domains. The results suggest that teachers

adopt the pedagogical idea because it helps them to discern and build on

science content in their everyday practice. Educators claim that they

prefer the everyday approach to their previous way of teaching science

through occasional experiments. Further the results show that educators

balance several external influences on what is good preschool pedagogy,

and it is suggested that the particular pedagogical idea eases that balancing

act. This since the idea was developed by, and thus likely perceived as

approved by, stakeholders from the preschool pedagogy side as well as

the science education side.


Page 25

22. Making the invisible visible across modes and representations

, Tobias Fredlund, Anniken Furberg

University of Oslo, Norway

The current paper reports on a study of students’ interaction and

production of various forms of representations, textual and visual, related

to the concept of the greenhouse effect. The competent participation in

representational practices is at the heart of scientific literacy and several

studies have documented positive effects of introducing students to

complex scientific concepts such as the greenhouse effect by means of

engaging with various forms of representations. However, studies also

show that even though the topic is related to everyday experience

(weather, light, heat), the concept of the greenhouse effect is challenging

for students. This is partly because of its many invisible processes, such

as the transformation of sunlight into heat radiation and its absorption by

greenhouse gases. This paper extends previous knowledge by analysing a

discussion between first year upper secondary students who try to

understand the greenhouse effect. The analysis shows how students’

representations develop from naturalistic depiction to scientific abstract-

ion. Furthermore, it shows how students’ framing, foregrounding and

backgrounding relate various naturalistic and scientific aspects in their

drawings; connect multiple modes of representation and their affordances

in peer and teacher negotiations; and how this enables sustained inquiry.

Implications for teaching and learning are discussed.


Page 26

23. Self-efficacy as an indicator of teacher success in using formative assessment

Department of Science Education, University of Copenhagen, Denmark

In a recently completed project (ASSIST-ME) one goal was to test the

usefulness of formative assessment methods in facililitating inquiry based

science education. Over four years, teachers in six European countries

tested the use of four assessment methods: written feedback, peer-to-peer

assessment, ‘on-the-fly’ feedback and structured assessment dialogue.

The study structure intentionally provided opportunities for the teachers

to change their self-efficacy capacity beliefs about using theses methods.

We hypothesized that one evidence of successful use of these methods

would be positive changes in teacher personal beliefs about their

capacities to adapt them successfully to their classrooms. We sampled the

teacher‘s self-efficacy capacity beliefs before and after their trials with

the formative assessment methods and found no overall changes but

significant increases in important abilities in the use of formative assess-

ment in inquiry teaching and learning.


Page 27

24. Vejledning i længere-varende fællesfaglige forløb i naturfag - værktøjer og artefaktbasering

, , Harald Brandt, Keld

Conradsen, Benny Johansen, Michael Vogt

Læreruddannelsen i Aarhus, Via University College, Denmark

Periods of interdisciplinary project-oriented studies among the science

subjects in grades 7.-9. has recently been made mandatory in Denmark,

leading to a new, shared interdisciplinary end examination in the subjects.

These new emphases call for teacher capacities to scaffold and supervise

students during independent group-work, e.g. facilitating subject integrat-

ion, managing group processes, and building students’ interdisciplinary

self-efficacy. Unfortunately, Danish science teachers and teacher trainers

are largely unprepared for this challenge. Consequently, in the context of

the Teacher Education we have initiated a project to develop tools for

supervision in interdisciplinary science education and a conception of

artefact-based supervision. Trials have been made with 20 students in an

Interdisciplinary Science Teaching course. Here, teacher students have

been supervised using various tools, they have tried them out themselves

and they have assessed their usefulness for on-going projects and for

professional practice. Four specific tools have been devised and trialled.

Empirically, the artefact-based trials have been followed through logs of

teacher students and teacher trainers, pre- and post-surveys of teacher

students, and artefact-based interviews. At the end teacher students could

use our tools to identify supervisory problems and to devise supervision

strategies themselves. Pre- and post-tests indicate that teacher students’

interdisciplinary self-efficacy increased.


Page 28

25. Students as producers of Augmented Reality in science - developing representational competence trough scaffolded dialogue

, , Hakon Swensen2, Ole

Radmer3, Mogens Surland3, Diego Nieto4, Matt Ramirez5

1Via University College, Aarhus, Denmark 2Høgskolen i Oslo og Akershus, Oslo, Norway 3Skolen i Midten, Hedensted, Denmark 4Cesga, Santiago de Compostela, Spain 5Jisc, Manchester, United Kingdom

The paper presents findings from a 3 year EU-project focusing on the use

of Augmented Reality (AR) for science education in lower secondary

school. Based on teacher interviews and video/observation from Danish,

Norwegian and Spanish classrooms, possibilities and challenges are

discussed in relation to how students’ inquiries in science can include AR,

and how their exploratory talk and representational competence can be

supported. An overall aim is that students can be producers of AR

animations and representations themselves.

The piloting of the AR-resources shows positive possibilities for

supporting students meaning-making related to the science content,

however dependent of the teachers’ thorough use of scaffolding. Scaffold-

ing is in the project conceptualized as both the pre-planned sequencing of

the lessons (macro-scaffolding) and the micro-scaffolding used in

teacher-student dialogue. Participating teachers were in general positive

in relation to students’ learning outcomes, and students reported a high

level of perceived outcomes, e.g. by experiencing a sense of presence in

the science phenomena and “seeing the invisible”. The approach in the

third piloting, where students are themselves producing AR-resourses

connected to their science inquiries, is promising so far.


Page 29

26. Once again? - How an upcoming vaccination debate is portrayed in (Swedish) media

, Karin Stolpe2, Nina Christenson3

1Malmö University, Sweden 2Linköping University, Sweden 3Karlstad University, Sweden

An overarching goal in science education is to educate towards science

literacy. The ability of students to examine different information critically

from diverse sources has been greatly emphasized by policy makers, edu-

cators, as well as researchers and is part of media literacy. This paper

investigates the diversity of information in newspapers concerning HPV

vaccination. A qualitative content analysis was conducted on the six

largest daily newspapers in Sweden from a period of 24 months, with

focus on articles about the vaccination against HPV. This vaccination is

offered all Swedish girls to prevent cervix cancer caused by the virus. The

content analysis of 40 articles resulted in seven categories: facts, scientific

knowledge, medical knowledge, risks, worry and alarm, economy and

individual versus society. The two most common categories were medical

knowledge and worry and alarm. The great diversity of the articles,

focusing on many different perspectives, shows that they are a good

resource to be used in science education to promote scientific and media

literacy.


Page 30

27. Disciplinary discernment from Hertzsprung-Russell-diagrams

, Maria Rosberg1, Andreas Redfors1

1LISMA, Kristianstad University, Sweden 2NRCF, Lund University, Sweden

This paper aim at investigating what astronomy students and experts

discern from the multitude of different disciplinary affordances available

in Hertzsprung-Russell (HR) diagrams. HR-diagrams are central to all of

astronomy and astrophysics and used extensively in teaching. However,

knowledge about what students and experts discern from these discipline-

ary representations are not well known at present. HR-diagrams include

many disciplinary affordances that may be hidden to the novice student,

hence we aim at investigating and describing what astronomy students at

different university levels (introductory, undergraduate, graduate), and

astronomy educators/professors, discern from such representation –

referred to as disciplinary discernment (Eriksson, Linder, Airey, &

Redfors, 2014). Data from a web based questionnaire were analysed using

the Anatomy of Disciplinary Discernment (ADD) framework by Eriksson

et al. (2014). Preliminary results show (1) the developmental nature of

disciplinary discernment from the HR-diagram by the participants and (2)

the large discrepancy between disciplinary discernment by the astronomy

educators and their students. We describe and discuss the qualitative

nature of these differences and how this can have implications for teach-

ing and learning astronomy.


Page 31

28. Naturfaglæreres vurderingspraksis, med et særskilt fokus på læringsprosesser knyttet til argumentasjon

Nord Universitet, Nesna - Mo i Rana, Norway

The purpose of this paper is to provide a picture of teachers’ assessment

practices, with a special focus on learning argumentation in science. The

background for this study is several reports indicating that teachers’

assessment practice is not in accordance with the intensions of Opp-

læringsloven and Vurderingsforskriften. Furthermore, the PISA-inquires

indicate that Norwegian 15 years old students do not manage to use

scientific evidences to argue. Methods to meet this aim are action research

as a strategy, and Moustakas phenomenological approach to produce

empirical data for the activity system as unit of analysis. Data are based

on classroom-observations and semi-structured interviews with four

upper secondary science teachers. The theoretical framework is Cultural-

Historical Activity Theory (CHAT). Findings indicate that the science

teachers’ assessment practices is summative, not formative. In addition,

they do not know the key concepts of argumentation as a scientific idea.

Therefore, they are not able to develop formative assessment tools that

can mediate students’ learning of argumentation in science.

The wharves (Photo: Geir Hageskal)


Page 32

29. Contemporary science in the lower secondary physics classroom

, Lotta Leden1, Ann-Marie Pendrill2

1National Resource Center for Physics Education, Lund University & Kristianstad University, Sweden 2National Resource Center for Physics Education, Lund University, Sweden

Can contemporary science have a role in the classroom? While many

students find contemporary science exciting, they often view school

science as boring and uninteresting. Most of the physics taught in school

was developed over a century ago and can be seen as well-established

consensus science. Including discussions on contemporary research is one

way to increase interest and motivation, and is also a way to provide

students with possibilities to learn what research today could look like. It

is also one way to teach general nature of science (NOS) perspectives,

which have been argued to be important for many different reasons. In

this presentation we will describe how a group of science teachers

developed and implemented teaching sequences focusing on contemp-

orary physics during in-service training. Each teacher chose a research

area, interviewed a researcher, and wrote a popular science article aimed

at secondary students (13-15 years old). Finally they designed, imple-

mented and evaluated a teaching unit built around the popular science

article. During the presentation we will describe the teachers’ experiences,

the resources developed by them, and the kind of NOS perspectives

included by the teachers.


Page 33

30. Danish geography teachers thoughts concerning own teacher professionalism

Via University College, Denmark

The paper presents data from a survey and interviews looking into Danish

geography teachers´ considerations about their subject matter knowledge

and pedagogical knowledge as well as their considerations concerning

their teaching. The survey results indicate that the teachers consider

themselves having strong subject matter knowledge concerning socio-

scientific issues and strong pedagogical knowledge concerning problem-

based work. On the other hand, the geography teachers are less confident

with the implementation of practical work, though, other research shows

that biology and physics/chemistry teachers typical are more confident

with practical work. The interviews show that some geography teachers

consider geography as an integrated science subject, whereas others are

distancing geography from the other science subjects and are more aware

of human geography. This implies that Danish geography, biology and

physics/chemistry teachers´ competences might complements each other,

and the subject geography might also offer a social science perspective on

some of the science issue at the new common science exam.


Page 34

31. Towards bildung-oriented science education – framing science teaching with moral-philosophical-existential-political perspectives

Malmö University, Sweden

In this paper I discuss and problematize the notion of Bildung in relation

to science education and scientific literacy. I both discuss it in relation to

different philosophies of education and in relation to practical implicat-

ions for teaching and learning in and about science-technology-society-

environment (STSE) and nature-of-science (NOS). Furthermore, I

connect the discussion to Roberts’ (2007) two visions of scientific literacy

and develop the ideas behind a third vision, Vision III (Sjöström & Eilks,

2017), emphasizing moral-philosophical-existential-political perspect-

ives in education. For each of the three visions I suggest (for vision I and

II based on previous studies) two subversions connected to different

curriculum emphases. For Vision III this mainly means curriculum

emphases not suggested by Roberts. One exception is the curriculum

emphasis “self as explainer”, which can be interpreted as being about

existentialism. I claim that science education based on reflexive Bildung

can be seen as an alternative to science education based on Western

modernism (Sjöström, in press). It integrates cognitive and affective

domains and includes politicisation to address complex socio-scientific

and environmental issues, but also moral-philosophical-existential per-

spectives, including NOS. I discuss and describe implications of this

Bildung-philosophy on science teacher educations, on-going teacher

development programs/initiatives, and curriculum development.


Page 35

32. Evaluering af ny tværfaglighed i naturfagene.

, , Charlotte Ormstrup3

1Via University college, Nørre Nissum, Denmark 2VIA university college, Århus, Denmark 3VIA university college, Silkeborg, Denmark

In lower secondary school in Denmark the science subjects biology,

physic/chemistry and geography are framed by competence-based skills

and knowledge aims. The subjects are being tested with two different tests

at the end of year 9. One of the tests is an on-line written test in one of the

subjects drawn by lot. The other is new practical oral test in all three

subjects at the same time. This present study focus on this new practical

oral test, that is compulsory from summer exam 2017, but was tried

voluntarily in pilot schools in summer exam 2016.

We have made survey among science teachers in lower secondary

school in Denmark, we received 94 complete replies. We have made

observations and interviews with 10 teachers how participated in the pilot

run of the test. The survey reveals that science teachers generally see

many options in the integrated test, but that they also find it a challenge.

The observations and interviews add nuances to the perspectives raised in

the survey. Especially the need for proper instruction of the students is a

common concern for the interviewed teachers. They do however also

present some ideas and proposals for guidelines that can help the students.


Page 36

33. Designing an ice cream making device: an attempt to combine science learning with engineering

, Toomas Vaino2, Christina Ottander1

1University of Umeå, Sweden 2University of Tartu, Estonia

In the current study, lower secondary school students’ problem-solving

was explored while using a design-based science learning (DBSL)

approach. A learning module in which students were expected to design

an ice cream making device was developed. The goal of the study was to

introduce the DBSL module and to explore how student design products

can be characterised and eventually, assessed. Data were gathered by

students’ written reports and video recorded classroom observations. As

a result of the study, a set of assessment criteria was developed which

covered the functional, structural, safety and feasibility aspects of the

device. According to the criteria, it was found that amongst the initial

individual design projects (N=23), only eight could be classified as

realistic, nine as realistic with reservations while seven were classified as

unrealistic. The initial difficulties, though, were overcome by peer

support, teacher guidance, and some trial and error experiences resulting

in five mostly realistic group designs.

St. Olav Cathederal. The new Roman Catholic church, inaugurated in November 2016.


Page 37

35. Language interference in understanding of Newton’s 3rd law: case of Norwegian primary school pre-service teachers

,

Norwegian University of Science and Technology, Trondheim, Norway

Newton’s laws of motion are part of the basics in classical physics

curriculums in many countries. We have noticed a tendency among

physics students in Norway to mix up third law (the notion of action-

reaction) with first law (balanced forces on one body). Previous studies

found in literature mostly attributed this difficulty to underlying

conceptual misunderstanding or lack of ontological foundations of the

concept of forces. None of the studies addressed the possibility of

language interferences. In Norway we use the words “kraft og motkraft”

which can be directly translated into “force and counterforce”. Such

wording could cause confusion, as “counterforce”, can easily and

intuitively be misunderstood as merely a force in the opposite direction, a

similarity with Newton’s first law. To investigate, we conducted

exploratory research on the primary school science teacher trainees’

understanding of “kraft og motkraft” using multiple-choice tasks,

interviews and analyses of exam papers. The results indicate that the

terminology causes problems for students trying to understand Newton’s

3rd law. Their understanding of “motkraft” does not only cause the

students to mix up Newton’s third law with the first, but with the second

as well.


Page 38

36. Unpacking students' epistemic cognition in a problem solving environment

, Madelen Bodin1, Shirley Simon2

1Umeå University, Sweden 2University College London, UK

It is a widely held view that students’ epistemic beliefs influence the way

they learn and think in any given context. However, in the science

learning context, the relation between the sophistication of epistemic

beliefs and success in scientific practice is sometimes ambiguous. Taking

this inconsistency as a point of departure, we examined the relationships

between students’ scientific epistemic beliefs (SEB), their epistemic

practices, and hence their epistemic cognition in a computer simulation in

classical mechanics. The 19 tenth grade students’ manipulations of the

simulation, spoken comments, behavior, and embodied communication

were screen and video-recorded and subsequently described and coded by

an inductive approach. The screen and video recordings were triangulated

with a stimulated recall interview to access a broader understanding of the

dynamic processes of epistemic cognition. Our findings focusing on three

different students reveal a dynamic pattern of interactions between SEB

and knowledge, i.e., epistemic cognition, showing how epistemic cognit-

ion can be understood in a specific problem solving context due to the

actions the student express.


Page 39

37. Fra visjon til klasserom: Hva slags støtte trenger lærere for å fremme dybdelæring i naturfag?

,

Naturfagsenteret, Universitetet i Oslo, Norway

Deep learning is a new vision in Norwegian policy documents. Deep

learning involves skills and competencies related to critical thinking,

problem solving, communication, collaboration and self-regulation.

However, many teachers lack necessary competencies to promote deep

learning, including pedagogical strategies, understanding of science

content and processes of science. In this paper, we focus on what teachers

emphasize as their needs to develop such competencies. We report from

a professional development (PD) course, Science Keys, where teachers

were given time and space to discuss and reflect on experiences related to

the course, including implementation of teaching material designed to

promote deep learning. Over a three year period 56 courses were con-

ducted all over Norway, reaching 1192 teachers. Results indicate that the

material and the course combined provided structure and support that

teachers found essential when teaching for deep learning. They especially

valued discussions and exchanges of experiences with colleagues on

implementation of course content. Our present results are based on

teachers’ observations and statements related to reflection sessions and

course evaluation.


Page 40

38. Finnish mentor physics teachers’ ideas of a good physics teacher

, Pekka E Hirvonen

University of Eastern Finland, Joensuu, Finland

In the Finnish subject teacher training, the majority of teaching practice

happens at university teacher training schools guided by mentor teachers.

In this study, Finnish mentor physics teachers’ conceptions of a good

physics teacher were examined by interviewing three teachers with long

teaching careers. All the teachers thought that subject matter knowledge

and skills of practical work are necessary for a physics good teacher. The

mentor teachers especially stressed the importance of subject matter

knowledge as the basis for the ability to make connections between school

physics and students’ everyday lives in an interesting manner. The mentor

teachers also emphasised the importance of physics teacher’s abilities to

implement student-centred teaching approaches. The ideas of mentor

physics teachers resemble the idea of a modern, learner-centred teacher

that understands the importance of student interest, engagement, and

motivation in the learning. The ideas of mentor physics teachers seem to

offer a fruitful basis for the guidance of student teachers.


Page 41

39. Snapping stories in science - lokale hverdagskulturer og sosiale medier som inngang til naturfag og bærekraftig utvikling

Marianne Ødegaard, , , Thea-Kathrine

Delbekk, Heidi Kristensen

Universitetet I Oslo, Norway

This study is part of the LOCUMS-project that intends to investigate

whether students’ cultural backgrounds can situate and contextualize their

learning in Science and Mathematics, thus enhancing achievement,

motivation and engagement. Students were requested to use Snapchat and

MyStory, as a cultural artefact, in order to investigate their own consumer

habits and link them to sustainable development. In this way knowledge

in science and sustainable development was situated in the students own

experiences, and they were encouraged to be experts in their own learning

process. Students expressed that it was fun and creative to use their cell

phones in this way in science, but also mentioned that it could be

distracting. They indicated that it was demanding to link their everyday

life to knowledge in science. The teachers conveyed that the learning

activity was engaging but challenging.


Page 42

40. Changes in preservice teachers’ knowledges. A case study from the new teacher education program at UiT – the Arctic University of Norway

, Solveig Karlsen

Department of Education, University of Tromsø - The Arctic University of Norway, Tromsø, Norway

From 2017 the primary and lower secondary teacher education will be a

master education in Norway. UiT - The Arctic University of Norway

started a master education already in 2010. The main differences between

the former and new program are: increased credits in both pedagogy and

the master subject, more emphasize on pedagogical content knowledge

(PCK) and early focus on the master subject. In this case study, teacher

mentors evaluate students’ knowledges in their school practice. All

mentors with experience from both programs stated that the master

students had increased knowledge in both science matter knowledge and

PCK. These changes in preservice teacher knowledges can possibly be

explained by changes in the master program. Our results show that early

emphasize on and more credits in the master subject and increased focus

on PCK in science courses, seem to be important features in the develop-

ment of the preservice teachers professional knowledge.


Page 43

41. Building science teacher identity for grades 8-13 at the University of Oslo

,


An integrated science teacher education program at the University of Oslo

for grades 8-13 is the object of this paper. The actors in the program

include teacher education students, academic staff at two faculties

(Faculty of Mathematics and Natural Science (MN) and Faculty of Edu-

cation), and practicing teachers in schools. In a period of five years,

students are introduced to subject, subject didactics, pedagogy and

practice. We argue that it should not just be up to students to integrate

these different knowledge domains. Rather, by using data from student

questionnaires and interviews, we are learning more about how to

communicate across knowledge domains so that the science student

teacher identity is in focus. The model for integrated teacher education

needs to be in constant change with revisions that meets the needs of our

students and contributes to building their identity as professional science

teachers.

Old Town Bridge (a.k.a. "Portal of Happiness"). The present bridge dates from 1861.


Page 44

43. Grubletegninger som verktøy for å skape økt naturfaglig forståelse for elever og lærerstudenter

Høgskolen i Sørøst-Norge, Drammen, Norway

The purpose of this research is to investigate Concept Cartoons as a

method in natural science in teacher education and to find out more about

how Concept Cartoons influence and support the learning of the subject.

In recent years, it has become clearer that systematically facilitating

discussions of the topic increases students' understanding and learning. In

this study we examined how 45 teacher training students experience the

use of Concept Cartoons in natural science in developing their own

didactic skills. Research methods are qualitative, involving interviews,

students’ written work and a survey to pupils taught by the students.

Results show that students’ reflections increased and argumentation

became richer after their own testing of Concept Cartoons in classroom.

In particular, it became clear that terminology in their study of literature

was subjected to analysis and used in self-reflection and reasoning.


Page 45

44. Achievement goal factor structure among chemistry students in grade 5 – 11: a comparison between Sweden and Germany

, Mikael Winberg

Umeå University, Sweden

In this study, the factor structure of German and Swedish students’

achievement goals in chemistry were investigated. The national culture of

Germany and Sweden are very different in the masculinity versus femin-

inity dimension, expressing the level of competitiveness and the way

performance is evaluated in the society. Therefore, the structure of

students’ achievement goals, in part based on their evaluation of

performance, may very well differ between the countries. The results

showed that a three-factor CFA model, separating mastery-approach,

performance-approach, and performance-avoidance goals, fitted the

German data best. In Sweden, the three-factor model and a two-factor

model combining the two performance goals fitted the data equally well.

However, the correlation between the performance approach and

avoidance goals in the Swedish three-factor model was not significantly

different from 1 and the separation thus lacked practical significance.

Further, the same pattern was repeated for grade 5 – 11 individually within

each country. Measurement invariance between grades within the count-

ries support an invariant factor structure, and thus age-independent factor

structures. We argue that differences in factor structures between the two

countries are related to the differences in national culture.


Page 46

45. Uskarp forståelse: analyse av elevsvar knyttet til partiklers bølgeegenskaper og uskarphets-relasjonene

, Carl Angell, Ellen Karoline Henriksen

Universitetet i Oslo, Norway

The Norwegian upper secondary physics curriculum requires students to

be familiar with the wave properties of particles and the Heisenberg

uncertainty relations and to discuss epistemological consequences of

these. During testing of an online learning resource on quantum physics

in 9 classes (184 students) in spring 2016, students’ written responses

were registered through the learning platform viten.no. The present paper

reports on results of a thematic analysis of responses to three questions

about the wave properties of particles, the uncertainty principle, and the

significance of these for how much we can know about nature. Most

students could give adequate definitions in response to the two first

questions, relating particles’ wave properties to experimental results and

interference phenomena and the uncertainty principle to momentum and

position not being precisely known at the same time. Previously docu-

mented misconceptions like the uncertainty principle being connected to

technical difficulties while measuring were not explicitly observed in the

written responses. For the last question, the quality of responses varied

within and between answers. Some showed mature epistemological

reflections, whereas others appeared to not distinguish between quantum

mechanical uncertainty and the incomplete and temporary nature of the

scientific description of natural phenomena more generally.


Page 47

46. Sjøuhyret - et tverrfaglig undervisningsopplegg om marin forsøpling innenfor utdanning for bærekraftig utvikling

, , Mette Gårdvik1

1Nord university, Nesna, Norway 2Nord university, Bodø, Norway

In this paper we present the developement and evaluation of a multi-

disiplinary educational project on marine litter in the tidal zone with

natural science as the main subject. We wish to investigate how the project

aims to meet the criteria in education for sustainable development and

how the participants' experiences can contribute to change their attitudes

towards littering, develop critical thinking skills and competence to act

sustainable in relation to marine litter. The project has been carried out in

kindergartens, primary and secondary schools and in high schools. We

use observations, questionnaires and interviews to answer our objectives.

The project meet major key requirements for educational programs focus-

ing on sustainable development. It can be adapted to a broad audience that

embraces both preschool children and pupils in high school. Preliminary

results from observations, surveys and interviews show that our marine

litter project was well suited to achieve the educational and didactic

objectives of teaching. Participants got the opportunity to develop

attitudes, critical thinking skills and action competence for sustainable

development and expertise to handle a serious worldwide environmental

problem in their own local communities.


Page 48

48. Developing awareness of illustrative examples in science teaching practices: the case of the giraffe-problem

, , Birgitte Bjønness2

1University of Gothenburg, Sweden 2Norwegian University of Life Sciences, Norway

Teachers use examples for many different reasons, for example in order

to concretise abstract principles and to connect the teaching of a curricular

topic to students’ experiences from outside the classroom. However, in

science teacher education examples in relation to teaching and learning

need to be problematized and evaluated in the courses. Particular

examples, refined and reused over decades, may be perceived as being

useful for the teaching and learning, but might in fact lead to over-sim-

plification and nurturing stereotypic notions of the subject matter in focus.

One recurring example is that of the evolution of the long neck of giraffes,

known from Lamarck and the history of science. The aim of this paper is

to problematize the use of ‘illustrative examples’ in science education by

looking more deeply into the ‘giraffe-problem’ and how this is manifested

in the context of teaching biological evolution in grade 9. Based on social

semiotic theory the analysis shows the details of how a teacher designs

the example of the giraffe, and how the manifested example for two

student groups provides different affordances in relation to meaning

making and the evolutionary mechanisms involved.


Page 49

49. The concept of scientific literacy and how to realize contemporary science education practice discussed from an international perspective

Division of Chemistry Education, Freie Universität Berlin, Germany

In the context of the PROFILES project funded by the European

Commission, the “International PROFILES Delphi Study on Science

Education“ was conducted in 21 countries in Europe and beyond,

collecting data from more than 2.700 people involved in science education

or science. The data, representing experts’ opinion about the contours of

a contemporary science education, were gathered and analysed by each

partner’s institution to come to specific insights into the specific national

science education practice.

In this study, the data of 19 different National Curricular Delphi Studies

is compiled and compared in terms of a meta-analysis. In our presentation,

we are going to present aspects of science education perceived as

particularly relevant by the collective of experts involved in this inter-

national survey. In addition, focussing on the experts statements we are

able to point out which aspects are realised to a higher or lower extent in

science education practice in Europe. Finally, the comparison of the

importance and extent of each relevant aspect of science education

practice allows the identification of areas which require further improve-

ment in European science education systems.


Page 50

50. Pre-service teacher understanding of buoyancy: case of primary school science teacher

,

Norwegian University of Science and Technology, Trondheim, Norway

Students in school and kindergarten often encounter activities involving

floating and sinking. Floating/sinking involves complex concepts which

are known to be difficult to understand.

This study aims at getting an insight on pre-service science teachers’

(PST’) meaning making of the underlying concepts of “floating/sinking”.

In this study we designed lessons in the topic of floating/sinking for our

PST based on the principles of guided inquiry within the constructivist

view and with the model of educational reconstruction (MER) in mind.

The overarching guiding question is “How do PST make sense of the

underlying concepts in floating/sinking?” This proposal is focused on

how PST understand the concepts of buoyancy and gravity in float-

ing/sinking. Our preliminary analysis shows that PST gained a good

understanding of buoyancy as an upward directed force. Most PST

identified it as equal to gravity when the object floats at rest at the surface

and less than gravity when the object sinks. We also identified that the

PST had an improvement of their language throughout the course. A large

number of PST failed on the other hand to understand that the magnitude

of the buoyancy force depends on the volume of part of the object

immersed in the liquid.


Page 51

51. Lärares syften med kontextbaserade undersökande aktiviteter utvecklade under en lärarfortbildning

Karlstad Universitet, Sweden

The purpose of this study was to investigate what learning outcome lower

secondary teachers planned to involve their students in when developing

an inquiry-based teaching sequence embedded in a socio-scientific con-

text. The study was based on 15 teachers, distributed in four groups with

one teacher designed activity per group. The analysis is based on audio

recorded group reflections, group interviews and the teachers’ written

plans. The result shows that the teachers emphasized different kinds of

learning outcomes. Learning to do inquiry was made explicit by all

groups; nature of science was only emphasized by one of the group. The

result also shows that for two of the groups, the context in itself was made

a learning outcome. The study shows that reflections about the purpose of

an activity, choice of context and choice of inquiry activity can be crucial

for what knowledge is made potential for students during an inquiry

activity; especially related to what knowledge about the scientific process

is made possible.

Munkholmen Island lies in the harbour area, approx. 2 km from the town center.


Page 52

52. Samhällsfrågor med naturvetenskapligt innehåll och demokratisk fostran

Karlstad Universitet, Sweden

The purpose of this paper is to present a framework of how science

teachers can approach socio-scientific issues (SSI) and what the role of

science knowledge is in SSI. A pluralistic teaching approach is advocated

based on Deweys view on democracy and his concept of reflective moral.

The teaching framework is inspired by Deweys model for moral reflect-

ions – Dramatic Rehearsal – encouraging us to reflect about the con-

sequences of different choices. By viewing SSI as both an interest conflict

and as a value conflict and by separating this two dimensions it is argue

that SSI could be structured in a way that support students in handling SSI

in a systematic way both in the factual and the value dimension. The

framework contain five aspects the students need to handling when

working with SSI: What standpoints are possible? Which interests are in

conflict? How is different conflicts influenced by different standpoints?

Whose interests should be prioritised? Why should these interests be

prioritised?


Page 53

54. A prescriptive model for how to use dialogues to stimulate students’ learning processes in inquiry-based and traditional science teaching

Universitetet i Bergen, Norway

This theoretical paper suggests a set of six basic types of learning

dialogues suitable for stimulating learners to enter phases of reflection

needed to develop conceptual understanding. Both in traditional and

inquiry-based methods of teaching, learners have to create and test inter-

pretations of observations and information. Such processes might be

stimulated by the use of appropriate questions and tasks. Moreover,

discussions and articulation of thoughts, knowledge and interpretations

are prerequisite for feedback and for collective reasoning. The main

purpose of this prescriptive model of basic types of dialogues is to act as

a guide for teachers when designing questions for group- and whole class

discussions in different phases of a learning sequence. The model is based

on Dewey’s conception of a complete act of though, Bakhtin’s theory of

dialogism, and the concepts of open questions and authenticity in use of

language. Dialogues from different classroom examples of inquiry-based

science teaching supports the validity of the variety of learning dialogues

identified.


Page 54

55. Teacher’s stories of engaging science teaching. A delphi study on teachers' views on the factors that create engagement in a science classroom

Institutionen för Utbildningsvetenskap, Lunds Universitet, Sweden

The purpose of this study (in progress) is to highlight teachers’ perspect-

ive on students’ engagement in science class. Teachers’ perspective is

important because teachers’ experiences of students’ engagement in

science class influence teaching and the selection of content. Teachers’

beliefs about the concept “engagement” also affect their interpretations of

students’ behaviour. This view is a necessary complement to earlier

research that mostly focus on students’ attitude towards science education

and the need of changing the direction in science education, away from

mainly focusing on the scientific content to a larger focus on scientific

literacy. The findings are based on a three-stage Delphi survey distributed

to 39 expert science teachers. The primary outcome of the survey shows

that teachers do not perceive any direct connection between specific

science content and the students’ engagement. It also shows that teachers

to a high level interpret students’ emotional expression and academic

behaviour as engagement rather than their cognitive behaviour.

Finally, the primary results point out the importance of students’

participation and science teaching with a strong connection to student’s

reality.


Page 55

56. Argumentation in university textbooks: comparing biology, chemistry and mathematics

, Ewa Bergqvist, Magnus Österholm


Argumentation is a key skill in most school subjects and academic

disciplines, including science and mathematics. This study compares

explicit argumentation in first-semester university textbooks in biology,

chemistry and mathematics in order to increase the understanding of how

similarities and differences between disciplines can contribute to, or

disrupt, students’ transferrable argumentation skills. Results show that

there is significantly more explicit argumentation in the mathematics

textbook compared to the biology and chemistry textbooks, and signify-

cantly more explicit argumentation in the chemistry textbook compared

to the biology textbook. Further, the biology textbook contains less

argumentation marked by classical argumentative markers such as “since”

and “because” and more marked with other, less clear, types of markers

such as “which is why” and “when” compared to the other two textbooks.

The mathematics textbook contains more complex (recursive) argument-

ation than the science books. Thereby, the subject-specific languages in

the disciplines have potential to offer students different examples of

argumentation. The results will be discussed in relation to students’ dev-

elopment of scientific literacy.


Page 56

57. Finns "Förmågorna"?

, Birgitta Frändberg, Mats Hagman, Eva West,

Göteborgs Universitet, Sweden

The current Swedish national curriculum is often interpreted as if distinct

abilities exist, that can be assessed. During 2013-2015 national tests in

science subjects for grade six was carried out. One clear assignment was

then to provide information about students' scientific knowledge in

relation to three so-called abilities: communicate, explore and explain.

But is it possible to empirically distinguish the so-called abilities from one

another in the students' answers? Exploratory and confirmatory factor

analysis was used on more than 60,000 students´ answers to investigate

this. The results show that an overall ability is a more reasonable option.

There is thus no empirical support for providing grades with special

conditions linked to so-called abilities. This will jeopardize test validity

and thus also the valid basis for grading. A more reliable option is

probably to let the student's strong and weak performances in relation to

different parts of the syllabus compensate each other.

Kristiansten Fort as viewed from the town center.


Page 57

58. Towards a theoretical model for approaching motivation in the science classroom


Motivation cannot be measured directly but has to be evaluated through

other indirect measurements, of which questionnaires are the most com-

mon. During the work with my doctoral thesis, I needed a theoretical

model that took both motivation measured with questionnaires and

motivation as observed in the classroom into account. This paper presents

the developed model for approaching motivation in the science classroom

from multiple theoretical perspectives and allows a holistic view of

motivation in complex classroom situations. The model emerged from the

Hierarchical model of intrinsic and extrinsic motivation by Vallerand, and

the process model of motivation by Dörnyei. Both models take aspects of

motivational dynamics into account. The combined holistic model

contributes to motivation research by being a tool to align motivation as

measured with questionnaires with motivation as seen through students’

actions in the classroom. With this paper I would like to invite discussion

of possibilities and limitations with motivation research from different

perspectives in science education.


Page 58

59. Implementeringen af Flipped Learning i fysik/kemi-undervisningen i grundskolen

, Henrik Levinsen

Metropolitan University College, Copenhagen, Denmark

This paper presents the preliminary findings and methodological frame-

work from a study on the implementation of Flipped Learning in science

classrooms in the Danish elementary school system. As a mixed methods

case study consisting of observations and interviews, three science

classrooms have been documented over the course of 15 weeks; prior to,

during- and after the implementation of a Flipped Learning approach to

teaching and learning. Although ideas of Flipped Learning and Flipped

Classroom have gained increased popularity amongst practitioners within

different levels in the educational system and cultural contexts, the

empirical contributions are few. The purpose of this study is to gain

insight into the experiences and practice of teachers and students when

engaging in Flipped Learning. The preliminary findings suggest that the

implementation of Flipped Learning does not necessarily make way for

changes in classroom practices as expected. However, the experience of

Flipped Learning by students and teachers offers a different and more

optimistic set of narratives.


Page 59

60. Professional development of science and mathematics teachers for building student digital competence: experience of Latvia

, Dace Namsone

University of Latvia, Riga, Latvia

In order to be successful in building student digital competence, teachers

have to improve their personal ICT using skills, exchange best practices,

opinions, analyze and reflect on their own and colleagues’ learning,

collaborate in planning targeted use of ICT in teaching/learning process.

Teachers acquire the above mentioned practice at professional develop-

ment sessions. Lesson observation data reveal that technical skills,

modelling of separate lesson segments and acquiring best practices is

insufficient to enable purposeful teacher application of ICT in building

student digital competence. The current professional development models

help teachers improve their ICT usage skills and identify available

resources, as well as lead and organize lessons utilizing pre-developed

support materials. In order for teachers to acquire the professional capa-

city of building student digital competences, a next stage of a professional

development model must be designed. This article describes teacher

professional development (CPD) models for building student digital

competences in science and mathematics in Latvia over a period of 10

years and points out recommendations for the next stage of a learning

study based teacher CPD model.


Page 60

62. Connecting orchestration and formative assessment in the technology rich science classroom

, , Jardar Cyvin1, Svein

Arne Sikko1, Øistein Gjøvik1, Birgit Pepin2

1Norwegian University of Science and Technology, Trondheim, Norway 2University of Technology, Eindhoven

This paper focuses on orchestration types in relation to formative

assessment strategies in a set of science lessons in a grade 5 class and a

grade 7 class in two Norwegian primary schools. The theme of the lessons

was “How to prevent micro-organisms from spreading“. Lesson study

was the model used for implementing the lessons. A great range of app-

roaches for formative assessment was employed, digital and non-digital.

We agree that effective teaching requires the skillful orchestration of

several tools. The lens of orchestration offers deeper insights in the effect

of particular blends of tools and particular usages of tools. We raised the

question on how we can orchestrate the combination of digital and non-

digital tools to make students‘ thinking visible. Our analysis lead to the

necessity of extending the existing orchestration theory. We argue that

innovative use of digital and non-digital technology to collect immediate

feedback at individual, group or whole-class level, should figure as new

ways of orchestrating the tools/artefacts, when we have formative

assessment in mind.


Page 61

64. Teaching science using underdetermined representations: illustration and implications

, Erik Knain, Anniken Furberg


In this theoretical paper we argue that the inherent partiality of

representations can make representations less apt for the teaching of

particular objects of learning. We call such representations underdeter-

mined with respect to the object of learning. We define an under-

determined representation as one from which it is impossible to tell if

something potentially educationally relevant is the case or not. We present

an illustrative example from a teacher who is attempting to improve a

representation that is used in a textbook to teach about the greenhouse

effect. The example serves to illustrate the point that in order for students

to learn which aspects are relevant and which are not, underdetermined

representations will need some improvement in order to do the job.

Further, involving students in the process of improvement can make

underdetermined representations into opportunities for learning. Implica-

tions for teaching include that teachers should be open for input from

research and other teachers in order to identify underdetermined re-

presentations, and that there is a range of possible ways by which one can

work with representations in the classroom to make students aware of

relevant aspects.


Page 62

66. Why many chemistry teachers find it difficult to ask good questions

, Festo Kayima

University of Bergen, Norway

The present study explored how chemistry teachers perceive the oral

questions they use in their teaching and which functions they ascribe

different questions types. Semi-structured interviews with eleven

chemistry teachers from Norway indicate that the teachers hold a

dichotomous system of question types that they apply in whole-class

situations. This system is simpler than most of the question classification

systems used in research, and the two types, facts questions and thinking

questions, are used flexibly in different situations for different purposes.

Conflicting purposes with asking a question seem to be an important

reason for why teachers still ask many facts questions. More cognitively

challenging instruction needs to reduce the number of questions in whole-

class situations and provide challenges in different settings like for

example group work.

Bakklandet, an area of old wooden houses on the eastside of the river. From Lower Bakklandet.


Page 63

68. Analysing representations of concept in physics textbooks for lower secondary school in Sweden – the concept of pressure

, Claes Malmberg2, Urban Eriksson3

1Lund University, Sweden 2Halmstad University, Sweden 3Kristianstad University, Sweden

Representations of scientific concepts are important tools for creating

understanding of science. In connection with the scientific concepts

mentioned in textbooks it is common to use many other forms of repre-

sentation to clarify them. In this study, we focus on physics textbooks for

lower secondary school and more specifically, how the concept of

pressure is presented. The examination of the textbooks will be divided

into in two parts. In the first part we study the representations that occur

from a quantitative perspective. The representations will be sorted into

three main categories (Liu & Khine, 2016). For each category there are

sub-categories. In the second part of the study, representations will be

studied from a qualitative perspective and described with respect to how

they are used and interconnected in the textbooks. In this second part, the

representations are analysed and sorted into four main categories (Slough,

McTigue, Suyeon, & Jennings, 2010). Preliminary results from the first

part of the study show that textual representations dominate together with

graphical representations in all textbooks, while the mathematical re-

presentations only occur occasionally. The second part of the study is on-

going and preliminary results will be presented and discussed, together

with implication for teaching.


Page 64

69. Elevers motivation och engagemang i en förändrad lärmiljö

, 1Mid Sweden University, Sundsvall, Sweden

The aim of this study is to contribute to an increased understanding of

how changes in the learning environment can influence students’ motiva-

tion and engagement in school. The research is conducted in a Swedish

primary school in which the learning environments for science have been

developed during the last year and the teachers have had in-service

training regarding science education. Data has been collected in the form

of students’ questionnaires, which are answered by the students every

month, and teacher’s diaries of their work in the science classroom.

Motivation is closely related to feelings of competence, autonomy and

relatedness and students’ questionnaire included questions about such

feelings. Results presented here show that students find their own learning

of science and technology to work fairly well, that they get opportunities

to solve problems in science and technology together with peers to some

extent and that they have positive feelings for their school. The results

also show that teachers have started to use the new learning environment,

but also that the content in the science and technology lessons have yet

changed only to a limited extent.


Page 65

71. Attitydmätningar med q-methodology

, Karin Stolpe

Linköping Universitet, Sweden

A method almost never used in education research is the Q-methodology

(Stephenson, 1953). In this method, informants are sorting and ranking

criteria or propositions according to their own subjective believes. The

sortings are analysed statistically and, using factor analysis, some

resulting groups of similar types of believes may be identified. It has been

used mostly in psychology and sociology but also to analyse teachers and

students believes upon things like Physics education, Simulations, and

Teacher training. When compared to surveys using Likert scales it has

been shown to better measure subjectivity. The method could be used with

a small number of informants and still give useful results. In this paper

the Q-method will be introduced and results from several studies pre-

sented. Student’s attitudes in physics relating to space and astronomy,

students assessment of sex education in biology, and results from a study

on university teachers use of criteria assessing student theses.

Nidaros Cathederal as viewed from Bakklandet.


Page 66

73. Development of a chemistry concept inventory for general chemistry students at Norwegian and Finnish universities

, Per-Odd Eggen2, Jonas Persson2, Bjørn

Hafskjold3, Elisabeth Egholm Jacobsen3

1University of Jyväskylä, Finland 2Department of Teacher Education, NTNU, Trondheim, Norway 3Department of Chemistry, NTNU, Trondheim, Norway.

A Chemistry concept inventory has been developed for assessing students

learning and identifying alternative conceptions that students may have in

general chemistry. The inventory presented here aims at functioning as a

tool for adjusting teaching practices in chemistry and is mainly aimed at

assessing students learning during general chemistry courses. The invent-

ory has been administered as a post test in a general chemistry course at

the Norwegian University of Science and Technology (NTNU), and

evaluated using different statistical tests, focusing both on item analysis

and the test as a whole. The results from this analysis indicated that the

concept inventory is a reliable and discriminating tool in the present

context. In this presentation, we present preliminary results from the test

being administered in general chemistry courses at both University of

Jyväskylä, Finland (JYU) and NTNU. The results from these tests are

compared to evaluate the test as a tool for investigating students’

individual learning and to assess the applicability of the test in different

university contexts.


Page 67

74. Piloting a collaborative model in teacher education – An overview of a teacher professional development project

, Anna Uitto, Arja Kaasinen, Päivi Portaankorva-

Koivisto, Kalle Juuti, Merike Kesler

University of Helsinki, Finland

In our research and development project we developed an educational

model intended to support teachers’ professional development in science

education. In the model pre-service teachers, in-service teachers, and

teacher educators formed teams to collaboratively plan teaching and

produce material for inquiry-based and integrative science instruction in

primary schools. The results are based on three design cycles of the

model. Thus far, ten schools, 24 in-service teachers, 30 pre-service

teachers, and 560 pupils have participated. The results, which are based

on the qualitative content analysis of participants’ open answers to a

questionnaire, indicate that the developed collaborative model for science

education supported pre-service teachers and in-service teachers’

professional development in many ways. Participants reflected on theory

and practice. They experienced increased knowledge about inquiry and

integrative approaches, collaborated in teams to some extent, and found

this to be supportive during the project. In general, careful goal setting,

collaboration between the participants, and guidance by teacher educators

during the initiation of the project were found to be crucial to the further

success of the project. The designed model was developed between the

cycles and must be further developed in the future, especially in terms of

supporting collaboration.


Page 68

79. Hva legger lærere vekt på i begynneropplæringen i naturfag?

Høgskolen i Oslo og Akershus, Oslo, Norway

From an early age many children have positive experiences with nature.

This includes hiking with their parents and the kindergarten. They have

observed plants and animals, the weather and the physical properties of

water and air. Children have many experiences that are linked to natural

science, and a curiosity about phenomena in the nature that should be

further developed.

Natural science is traditionally characterized by its many practical

activities, like laboratory experiments and excursions, compared to other

subjects. One of the challenging aspects of science learning is "the

language of science". To internalize knowledge in natural science, the

students need to practice the language in a social context in the classroom.

The teacher could, through good questions and targeted activities, get the

students to reflect and thus support their knowledge and conceptual

understanding.

We will present results from a project where we have examined what is

typical for the science education of primary school, and how science

teachers support the conceptual learning of the youngest students. The

results are based on observations of teachers in different teaching situa-

tions, and semi-structured interviews with teachers. The teachers have

different educational backgrounds and experiences as teachers in natural

science.


Page 69

82. The design and implementation of an assessment method combining formative and summative use of assessment

University of Copenhagen, Denmark

The two key purposes of assessment, formative and summative, are often

in a contradictory position if they are used concurrently. The summative

assessment of learning will normally prevent the formative assessment for

learning to be realised (Butler, 1988), meaning that the learning potential

of the assessment will often be minimal. It is therefore a central challenge

to find ways to combine the dual use of assessment.

Such an assessment method, called a Structured Assessment Dialogue

(SAD), has been developed by a Danish research team as part of a Eu-

ropean research project Assess Inquiry in Science, Technology and

Mathematics Education (ASSIST-ME). The method has been tested in

classes in three European countries and the results are currently being

analyzed.

The wharves as viewed from the Old Town Bridge. The oldest date from the 18th century.


Page 70

84. Does school science provide answers to “everyday life” questions? Student choices of information sources in open-ended inquiry

Volda University College, Norway

It is a common claim within science education that science education

should, or even will, prepare the learner for “everyday life” or informed

citizenship. Hence, it is of interest to investigate whether knowledge from

science education is actually used when dealing with matters outside the

science classroom. Herein, students from introductory courses in science

and home economics engaged in interdisciplinary open-ended inquiry

sequences to investigate claims about food and cooking (e.g. “Chewing

parsley removes garlic breath”, “Bananas turn brown quicker when stored

in the fridge”). Students’ written accounts were analysed in terms of the

information sources used: in which domains of knowledge was the

information found, which types of sources were used, and which role

scientific knowledge played in providing relevant information. Results

indicate that scientific knowledge provided some answers to the claims

investigated, but that much of the knowledge was sought elsewhere. This

underlines the importance of balancing declarative knowledge with

promoting knowledgeable second-hand inquiry in science education.

Thus, in such inquiry, basic scientific knowledge must be seen as a

starting point rather than the end. These findings suggest use of caution

when claiming usefulness of general science knowledge, declarative or

procedural, outside formal education settings or STEM-related profess-

sions.


Page 71

88. Teachers’ use of the outdoor environment in teaching young children about living beings

University of Iceland, Reykjavík, Iceland

The aim of the study is to illustrate how preschool and primary school

teachers in Iceland used the outdoor environment in an action research

project about teaching and learning about living beings. Dewey’s theory

of experience and education, place-based theories, and Vygotsky’s socio-

cultural theory form the theoretical framework of the study. Three

teachers from one preschool and two teachers from one primary school

participated in the study as well as ten five year old preschool children

and twenty, six year old, primary school children. The teachers were

interviewed at the beginning of the project as well as during the end about

their use of the outdoor environment. Participant observations were

conducted when the teachers were using the outdoor environment in their

teaching. Regular meetings were held with the teachers and minutes from

these were also used as data. The analysis of the data reviled that the

teachers used the outdoor environment as a source of experience of living

beings, as a ground for discussion with children, as an arena for children's

play and freedom and as a topic for children's creative work.


Page 72

90. Should we sacrifice inquiry-based science education in order to climb on PISA-rankings?


Since the first publication of PISA results in 2001, the PISA scores have

become a kind of global “gold standard” for educational quality - a single

measure of the quality of the entire school system. In many countries,

school reforms are introduced based on what is perceived to be failing

results in PISA.

While great attention is given to the PISA scores and country rankings,

little attention is given to some of the findings that are surprising,

unexpected and problematic. The focus of this paper is to address some

of these findings. The most important and problematic finding is that

PISA-scores correlate negatively with nearly all aspects of inquiry-based

science teaching (IBSE), the kind of teaching that is currently recom-

mended by scientists as well as science educators, and also endorsed by

funding agencies for grants, for instance the EU Horizon 2020. Other

paradoxes are abundant: Money and resources spent on education do not

seem to matter for the PISA scores. Class size does not matter. PISA-

scores correlate negatively with investment in and the use of ICT in

teaching. PISA science scores also seem unrelated to the time given to

science in school. Whether one "believes in PISA" or not, these results

need to be discussed critically by science educators.


Page 73

91. The size of vocabulary and relations to reading comprehension in science

, ,

University of Iceland, Reykjavik, Iceland

This research focuses on children´s level of understanding of science texts

used in Icelandic schools. The aim was to research what percentage of

known words in a science text is needed by Icelandic 9–12 years old

students for comprehension of the schoolbook text. Recent research

indicate strong relations between reading comprehension and vocabulary.

Also, evidence suggest that the size of vocabulary predicts the rate of

growth of students’ progress in reading comprehension.

Data was collected by providing participants with text from a widely used

science books for their age. They underlined words they could not explain

verbally and then answered comprehension questions based on same text.

Analysis included calculating the percentage of underlined words and the

percentage of correct answers of comprehension.

Preliminary results point to similar results for Icelandic children age 9–12

as in other research i.e. that about 95% of words in a text needs to be

understood by the reader to comprehend the content for deep under-

standing and/or fun. These results will be discussed in relation to results

of PISA 2015 for Iceland which suggest that general reading comprehend-

sion and literacy in science and math has declined.


Page 74

93. The relation between subject teachers’ universal values and sustainability actions in the school

, Seppo Saloranta

University of Helsinki, Finland

Education for sustainable development (ESD) is included in school

curricula into all education around the world. However, there is not much

research on the factors contributing the success of ESD in the schools and

teachers’ engagement in sustainability actions. To fill the gap, this study

investigates secondary school teachers as educators for sustainable dev-

elopment in terms of their basic values and sustainability actions in the

school. A survey was used to study the perceptions of 442 subject teachers

from 49 schools in Finland. The questionnaire included the shortened

version of Schwartz’s Value Survey and items that measured teachers’

perceptions on their sustainability actions (SA) in the school. Exploratory

factor analysis (EFA) was used to find different value and SA dimensions.

In SA there was five different dimensions, expressing three ecological and

two social sustainable action dimensions. Statistical analyses showed that

there were significant differences between the gender, subject teachers

groups, age groups and schools in the value and SA factor dimensions.

Only the universalistic human and nature values correlated significantly

with the different SA dimensions. The results indicate that teachers’

values are important background factors that influence their own motiva-

tion and engagement to act sustainable way in the whole school sus-

tainability activities.


Page 75

Symposium 42. Nordisk modul for kompetanseheving av lærere i undervisning for bærekraftig utvikling

, , Ole Kronvald2, Maiken Rahbek

Thyssen2, Jens Bak Rasmussen3, Daniel Olsson4, Annika Manni5,

Helena Näs5

1Norwegian Center For Science Education, Oslo, Norway 2Astra, Det nationale center for læring i natur, teknik og sundhed, Denmark 3Aalborg kommune, Denmark 4Karlstads universitet, Sweden 5Umeå universitet, Sweden

In this symposium we present the preliminary result from piloting a

Teacher Professional Development module in Education for Sustainable

Development (ESD) in three Nordic countries; Denmark, Norway and

Sweden. The module is the result of a Nordic corporation supported by

Nordic Council of Ministers.

The Nordic ESD module, builds on the elements from the Norwegian

priory The Sustainable backpack which has been adjusted and further

developed by the partners in the Nordic corporation. The aim of the

module is to raise Nordic teachers' competence for education for

sustainable development, so that they can prepare and implement teaching

sequences and projects for sustainable development in their classroom.

The three papers in this symposium present results from piloting the first

part of the module in in Denmark, Norway and Sweden. The results form

the basis for discussing the extent to which the Nordic ESD module can

be adapted to the Nordic countries' different national and regional

contexts. Redesign and completion of the module will be based on this

evaluation.


Page 76

Symposium 72. Teknologiämnets innehåll i skenet av etablering av teknik tekniskt kunnande

, , Peter Vinnervik1

1Umeå Universitet, Sweden 2Høgskolen i Oslo og Akershus, Norge

When compared with traditional science subjects, technology has a more

fragile position in both Norway (Sanne et al., 2016) and Sweden

(Hallström, Hulten & Lövheim, 2013). One way this is displayed in

Sweden is through teachers’ uncertainty regarding subject content

(Skolinspektionen, 2014). In Norway, many teachers feel that they lack

the skills required to teach technology (Sanne et al., 2016). This

symposium consists of three contributions each dealing with the problem

of establishing a common subject content. The first contribution addresses

the relationship between teaching science and technology and presents

results from a project where teaching has been designed for the parallel

development of scientific and technical knowledge. The second con-

tribution examines the conditions for teaching about technology and

society in the form of technology teachers' intentions with their teach-

ing.The final contribution highlights the inclusion of programming in

school, a specific example of subject content surrounded by great un-

certainty amongst policy makers and teachers. All build upon a way of

dividing technological knowledge in three main categories as used by,

among others, Dahlin, Svorkmo & Voll (2013), Sanne et al (2016) and

Skolverket (2011a).


Page 77

Workshop 1 From single neuron to brain function – a brain building kit developed to fill in the missing link in school

, Trym Sneltvedt2, Kristin Haugstad1, Kari Feren1, Jan

Tore Malmo1, Jardar Cyvin1, Trygve Solstad1

1Department of Teacher Education, NTNU, Trondheim, Norway, 2Department of Electronic Systems, NTNU, Trondheim, Norway

In this workshop, the participants get to try out a new teaching tool

(prototype) developed for inquiry-based learning of neural networks. The

aim of this tool is to facilitate an understanding of the link between neural

network architecture and function. The tool is a neural network building

kit comprised of individual, electrical conductible neurons, with connect-

able axons and dendrites. The tool has been designed both as a software

version and as a physical, hands-on version. The physical version will be

demonstrated during this workshop, whereas the software version will be

available for interaction. Sketches of a few neural networks modeled from

both vertebrate and invertebrate brains will be handed out for the partici-

pants to build.

Intented audience: Anyone interested in brain function

Educational context: From lower secondary school (13 years) and up.

Language: English

What to bring to the workshop: Computer


Page 78

Workshop 2 Augmented reality i naturfagene – elever som produsenter av digitale, naturfaglige modeller

, Birgitte Lund Nielsen1, Håkon Swensen2, Ole

Radmer3, Mogens Surland3, Diego Nieto4, Matt Ramirez5

1VIA University College, Denmark 2Høgskolen i Oslo og Akershus, Oslo, Norway 3Skolen i Midten, Hedensted, Denmark 4CESGA, Santiago de Compostela, Spain 5JISC, Manchester, United Kingdom

The aim of this interactive workshop is to give the participants the

possibility to try out some newly developed Augmented Reality (AR)

resources from a 3 year EU-project “ARsci” focusing on the use of AR

for science education in lower secondary school. An overall aim in the

project is to support students in being producers of AR animations and

representations themselves. However, showcase material has been dev-

eloped and tested by the ARsci-team in the first phase of the project.

Besides trying this “ready to use” material participants will have the

possibility to try out simple tools like BlippBuilder or Aurasma to create

their own AR animations. Furthermore, we will share some experiences

from piloting in Norwegian, Danish and Spanish classrooms. The target

groups are science teachers and teacher educators. The language in the

workshop will mainly be Norwegian and Danish, but English can also be

used. Remember to bring you own computer and tablet or smartphone.

Intented audience: Science teachers, teacher educators and teacher

students

Educational context: Science, lower and upper secondary school

Language: Nordic (Norwegian/Danish), occationally English

What to bring to the workshop: Computer and tablet or smartphone


Page 79

Workshop 3 Cella som system

, Øystein Sørborg

Norwegian Center for Science Education, University of Oslo, Norway

In this workshop, participants get to explore and discuss a newly

developed inquiry-based unit about cells for lower secondary school

(www.naturfag.no/celler). The unit enables students in classrooms to use

evidence to decide whether a structure in a meteorite has traces of life or

not, and to distinguish between animal and plant cells. The students will

also create a model of the cell. The unit was developed in collaboration

with teachers in two schools. The workshop will include exploration and

discussion of learning activities from the unit, and presentation and

discussion of a suggested research design to investigate whether the unit

leads to changed practice and more inquiry-based teaching in schools.

Intented audience: Science didactics and teachers

Educational context: Science, lower secondary (biology)

Language: Norwegian

River Nidelva making one of its last turns. Ilen church and Munkholmen. (Photo G. Hageskal)

http://www.naturfag.no/celler


Page 80

Workshop 4 Skolevirksomhedssamarbejde – elever der løser autentiske problemer i samarbejde med en virksomhed

, Nina Troelsgaard Jensen

Metropolitan University College, Danmark

This workshop starts with a short presentation of the project

NEXT:GrEeN (Next Green Generation). The project centres on school-

industry cooperation and six authentic problems that the participating

company gave students to solve during a visit to the company. We present

the six problems, describing how the students solved them and sub-

sequently developed products to demonstrate those solutions on a small

scale. The students worked together with the teacher and company

employees to solve the problems within the framework of the three spaces

described in the KIE model – the creative space, the innovative space and

the entrepreneurial space. At the workshop, we reproduce some of the

exercises that the students completed and discuss the possibilities and

limitations. We also look at the four key science competencies specified

in the Danish science curriculum: inquiry, modelling, communication and

perspective. Finally, we examine how authentic issues, business coopera-

tion and competency goals can be integrated into the new common

practical/oral final examination in science now implemented in Denmark.

Intented audience: Researchers, developers and science teachers

Educational context: Lower secondary, school – business collaboration

in science

Language: Danish/Nordic

What to bring to the workshop: Fantasy, humour and curiosity on how

pupils solves real science problems in collaboration with businesses

outside school


Page 81

Workshop 5 Creating a material solution to a socio-scientific issue: making in the science and technology classroom

, Anders Hofverberg1, Peter Vinnervik1

1Department of Science and Mathematics Education, Umeå University, Sweden

2Umeå Centre for Gender Studies, Umeå University, Sweden

This workshop presents a format for working with socio-scientific issues

in the classroom. A socio-scientific issue (SSI) is a complex social issue

related to science. Students who deal with an SSI typically encounter in-

complete and conflicting information and they must consider economical,

ecological, ethical, and political dimensions – at local, national, and

global levels. Attempting to promote students’ engagement and scientific

literacy, SSIs are typically integrated with classroom activities such as

debates, role-playing, and cases. As an alternative to pre-defined SSI

cases, the cases in this workshop are framed through “board game

actions” and information retrieval. Further, the participants are expected

to present a solution to a socio-scientific problem in the form of a material

prototype. Thereby, the workshop format connects to the maker move-

ment, which endorses learning through problem-solving and hands-on

making. The session ends with a discussion of how teachers can draw on

the workshop format in schools or higher education.

Intended audience: Teachers and researchers in technology and science

education

Educational context: Science and Technology, secondary school (both

lower and upper secondary), higher education, including teacher

education

Language: English

What to bring to the workshop: smartphone or other device (for

information retrieval)


Page 82

Poster 11. Educative curriculum materials and chemistry: a match made in heaven?

Mälardalen University, Eskilstuna, Sweden

A pilot study on the use in chemistry education research of Educative

Curriculum Materials (ECMs), as defined by Davis and Krajcik (2005)

(D&K), is reported. The review shows that of 248 articles concerning

curriculum material and/or development, 22 concern chemistry education

research; however, when including only D&K’s definition, the number

drops to 16. Not one of the articles concern teacher guides. There are 28

categorised instances referring to D&K’s work: 14 in existing knowledge

bases, 7 using their actual definition of ECM, 3 arguments for own

choices and 4 links between own results and ECM. In addition, a category,

‘analytical framework’, is proposed. This category indicates that no study

include D&K’s analytical framework. This review is limited to the work

of Davis and Krajcik’s (2005), which necessarily limits the findings.

However, an analytical matrix with respect to ECMs is presented and the

study shows a gap in chemistry education research. Suggestions for how

to improve and/or expand the review are also made.


Page 83

Poster 47. Becoming a chemistry teacher – expectations and reality in chemistry education courses

,

Freie Universität Berlin, Germany

In principle, chemistry is a great subject. The problem is, however, that

most pupils do not share this opinion. Chemistry is said to be difficult to

understand and its topics seem irrelevant. This is why pupils are reluctant

to study chemistry and are not necessarily interested to change their point

of view.

A significant reason for this is how chemistry is taught at school.

Chemistry lessons will only infrequently involve the pupils’ interests and

questions but focus on curriculum’s topics and objectives. Bridges

between science and teaching and between science and pupils’ con-

ceptions are fragile and difficult to cross for both pupils and teachers.

Even in academic teacher training, chemistry as a science and chemistry

as a subject at school do not come together very often. Difficulties in

teaching chemistry are predetermined.

The division of chemistry education at Freie Universitaet tries to find a

balance between chemistry education, pedagogy and the subject chem-

istry. Therefore, we started to investigate how students experience their

studies, to consider their beliefs and needs in chemistry education courses.

Since winter term 2012/13 149 students were surveyed on their opinions

considering requirements they should have as future chemistry teachers,

and on their expectations concerning chemistry education courses.


Page 84

Poster 75. Dybdelæring og progresjon i elevers forståelse av stoffer og kjemiske reaksjoner

, Anne Holt

Høgskolen i Innlandet, Hamar, Norway

This paper is based on two longitudinal studies, and aims to provide

greater insight into how students’ understanding of chemical reactions

develops over time in a learning progression environment. Four case-

study students in a Norwegian primary school were interviewed after two

years of intervention at age 12-13, and six case-study students in a

Norwegian lower secondary school were followed for three years (from

age 12-13 to age 15-16). Researchers were responsible for implement-

ation of science teaching promoting systematic development of students’

understanding of the nature of matter and chemical reactions in many

contexts across science disciplines. The case study students’ in lower

secondary school were interviewed several times, and their expressed

understanding was recorded and analyzed throughout the period.

Preliminary results indicate that students develop fragmented and in-

complete understanding, and drawing wrong conclusions may be

necessary steps in the learning process. Moreover, students seem to

develop a somewhat more integrated and cohesive understanding of

matter and chemical reactions, indicating that the students restructure and

reorganize their knowledge structures.


Page 85

Poster 78. Lærerstudenters erfaringer med bruk av representasjoner i praksis

, Ketil Mathiassen, Tobias Fredlund, Erik

Knain

Department of Teacher Education and School Research, University of Oslo, Norway

Representations, such as written and spoken text, diagrams, models and

simulations, are important tools for student learning in science. They are

also important tools for teaching in that they make student learning

visible, so that it can be shared, discussed, and supported. In this study,

we have investigated teacher students’ awareness of, and experience with,

representations. We have also investigated how the teacher students’

understanding of the construct “representations” has developed with their

experiences from teaching practice. We carried out focus group inter-

views with two groups of students before and after their teaching practice.

Results suggest that the students’ knowing about representations is

enhanced after the period of teaching practice, including a stronger

awareness about what role representations play for student learning. The

teacher students used several different representations in their teaching

practice, and these can be tools for their future professional development

and practice as teachers. The results further suggest that the students also

became more aware of the challenges involved with using representations

in teaching science.


Page 86

Poster 80. Teaching in the rain forest. Student teachers meaning – making in an informal science learning environment

, Maria Svensson

University of Gothenburg, Sweden

Educational research shows that what happens in the classroom as to the

teachers’ content knowledge and performance is the most important factor

towards achieving the expected learning outcomes (The Swedish National

Agency for Education, 2012).The dimensions of the demands of learning

science and to teach science are presenting major challenges for these

future teacher’s classroom performances, content knowledge and ped-

agogical content knowledge (PCK). To explore these challenges, a course

module has been developed and implemented in collaboration between

teacher education and a science center, an informal in Gothenburg,

Sweden. Research has shown that informal learning environments offer

unique learning opportunities for student teachers development of content

knowledge and a possibility to practice their teaching (Gupta & Adams,

2012). The aim of this on-going study is to examine what considerations

student teachers do when they plan and implement a lesson in science in

a scienter center environment. How do student teachers’ relate their

teaching to content knowledge? In what way do they make pedagogical

content knowledge considerations? In order to explore what the student

teachers focus on and their considerations, video recordings were taken

of the three categories of student teachers when they planned and

implemented their science lessons in an assigned environment at the

Universeum science center. The preliminary results indicate that the

student teachers tend to focus on the activities and the organization (time

schedule, in what order activities shall be conducted and where, and who

should do what in the group) and less on considerations of science content

in their planning. This applies especially to the students who are geared

toward lower primary school teaching.


Page 87

Poster 83. New teaching practice – teacher students evaluate their work effort and motivation

, Jo Espen Tau Strand, Inger Wallem Krempig, Tove

Aagnes Utsi

UiT - The Arctic University of Norway, Alta, Norway

Initiators of this project have developed an innovative teaching practice

at primary school- and early childhood teacher education. In a multi-

disciplinary university course, students are encouraged to develop and test

outdoor learning activities on groups of kindergarten children or primary

school pupils. Main aim is to enhance their professional confidence and

skills, and to provide them with learning outcomes where boreal nature is

the arena for learning. Study focus is students' experiences from this

practice, and emphasis on how it influences and stimulate their work

effort and their motivation. Students own statements in course evalua-

tions, clearly indicates that this teaching practice is raising their

professional skills and increase their work effort.

Bakklandet, an area of old wooden houses on the eastside of the river. From Upper Bakklandet.


Page 88

Poster 86. The teachers choise for preparing students for out-of-school settings

UiT - The Arctic University of Norway, Alta, Norway

After several years of working with students and teachers from different

schools in out-of-school settings with, I find that teachers approach out-

of-school settings in very different ways; this also reflects how prepared

the students are. Some students are well prepared for the work they are

going to do. However, I often experience that the student do not know

what they are going to do at the visit. Their teacher has not prepared them

in the topic, and even some students did not know that they were going at

a school trip before the same day. According to previous studies, teachers

seldom prepare students before visiting out-of-school settings as mu-

seums and science centers (Frøyland & Langholmen, 1999).


Page 89

Index of contributors

Abrahamsson, Cristian .................... 54

Aksland, Charlotte ........................... 68

Andersen, Pernille ........................... 27

Angell, Carl ..................................... 46

Areljung, Sofie .......................... 24; 81

Asikainen, Mervi A ......................... 40

Axelsson, Monica ............................ 20

Bach, Frank ..................................... 56

Bergqvist, Ewa ................................ 55

Bernholt, Sascha .............................. 23

Bjønness, Birgitte ............................ 48

Björklund, Lars ................................ 65

Bodin, Madelen ............................... 38

Boland, Eugene ............................... 41

Bolte, Claus ............................... 49; 83

Brandt, Harald ..................... 27; 28; 78

Broman, Karolina ................ 17; 18; 23

Christenson, Nina ............................ 29

Chu, Mysa ....................................... 41

Clausen, Søren Witzel ..................... 33

Conradsen, Keld .............................. 27

Cyvin, Jardar ............................. 60; 77

Danielsson, Kristina ........................ 20

Daugbjerg, Peer ............................... 35

Delbekk, Thea-Kathrine .................. 41

Dolin, Jens ....................................... 69

Dudareva, Inese ............................... 59

Eggen, Per-Odd ............................... 66

Eriksson, Urban ......................... 30; 63

Evans, Robert .................................. 26

Febri, Maria I. M. ................ 37; 50; 60

Feren, Kari ....................................... 77

Fooladi, Erik .................................... 70

Fredlund, Tobias .................. 25; 61; 85

Frändberg, Birgitta .......................... 56

Frøyland, Merethe ........................... 19

Furberg, Anniken ...................... 25; 61

Gjøvik, Øistein ................................ 60

Gustafsson, Peter ............................. 21

Gårdvik, Mette ................................ 47

Hafskjold, Bjørn .............................. 66

Hagman, Mats ................................. 56

Hansson, Lena ................................. 32

Haug, Berit S. .................................. 39

Haugstad, Kristin Elisabeth ...... 50; 77

Hellgren, Jenny Sullivan ........... 55; 57

Henriksen, Ellen Karoline ............... 46

Hirvonen, Pekka E .......................... 40

Hofverberg, Anders ................... 45; 81

Holt, Anne ....................................... 84

Jacobsen, Elisabeth Egholm ............ 66

Jakobson, Britt ................................ 20

Jensen, Inger Kristine ...................... 68

Jensen, Nina Troelsgaard ................ 80

Johansen, Benny.............................. 27

Johansen, Gerd ................................ 48

Johnels, Dan .................................... 17

Jonsson, Gunnar .............................. 21

Jorde, Doris ..................................... 43

Juuti, Kalle ...................................... 67

Kaasinen, Arja ................................. 67

Karlsen, Solveig .............................. 42

Kayima, Festo ................................. 62

Kervinen, Anttoni............................ 67

Kesler, Merike ................................. 67

Kiviniemi, Tiina .............................. 66

Knain, Erik .......................... 25; 61; 85

Kolstø, Stein Dankert ...................... 53

Korsager, Majken ............................ 75

Krempig, Inger Wallem .................. 87

Kristensen, Heidi ............................. 41

Krogh, Lars Brian ..................... 27; 35

Kronvald, Ole .................................. 75

Kumpulainen, Kristiina ................... 13

Kvello, Pål ....................................... 77

Kvivesen, Mona .............................. 88

Lagerholm, Charlotte ...................... 63

Leden, Lotta .................................... 32

Levinsen, Henrik ............................. 58

Lindfors, Maria ............................... 38

Lunde, Mai Lill Suhr ....................... 85

Lunde, Torodd ........................... 51; 52

Lundström, Mats ............................. 29

Malmberg, Claes ............................. 63


Page 90

Malmo, Jan Tore ....................... 37; 77

Manni, Annika ................................. 75

Mathiassen, Ketil ............................. 85

Misund, Stig .................................... 87

Mork, Sonja M. ............................... 39

Namsone, Dace ................................ 59

Nielsen, Birgitte Lund ............... 28; 78

Nieto, Diego .............................. 28; 78

Nilsson, Pernilla .............................. 14

Nilsson, Tor ............................... 21; 82

Nissen, Stine Karen ......................... 58

Norðdahl, Kristín ............................. 71

Näs, Helena ..................................... 75

Ólafsdóttir, Sigríður ........................ 73

Olsson, Daniel ................................. 75

Olufsen, Magne ............................... 42

Ormstrup, Charlotte ......................... 35

Oskarsson, Magnus ......................... 64

Ottander, Christina .......................... 36

Pálsdóttir, Auður ............................. 73

Pendrill, Ann-Marie ........................ 32

Pepin, Birgit..................................... 60

Persson, Jonas .................................. 66

Portaankorva-Koivisto, Päivi .......... 67

Radmer, Ole............................... 28; 78

Ramirez, Matt ............................ 28; 78

Ramton, Aase Marit Sørum ............. 68

Rasmussen, Jens Bak ....................... 75

Redfors, Andreas ............................. 30

Remmen, Kari Beate ....................... 19

Rocksén, Miranda ............................ 48

Rosberg, Maria ................................ 30

Roth, Wolff-Michael ....................... 12

Ræder, Henrik ................................. 46

Saloranta, Seppo .............................. 74

Scheie, Eldri .................................... 75

Sikko, Svein Arne ........................... 60

Simon, Shirley ................................. 38

Sinnes, Astrid T. .............................. 11

Sjøberg, Svein ................................. 72

Sjöström, Jesper .............................. 34

Skår, Aud Ragnhild ......................... 79

Sneltvedt, Trym ............................... 77

Solstad, Trygve ............................... 77

Staberg, Ragnhild Lyngved ............ 60

Stadler, Matthias ............................. 62

Stoll, Karin ...................................... 47

Stolpe, Karin ............................. 29; 65

Stoor, Markus .................................. 76

Strand, Jo Espen Tau ....................... 87

Strande, Anne-Lise.......................... 44

Streller, Sabine ................................ 83

Surland, Mogens ....................... 28; 78

Svensson, Maria .............................. 86

Swensen, Håkon ........................ 28; 78

Sørborg, Øystein ............................. 79

Sørmo, Wenche ............................... 47

Tellefsen, Cathrine .......................... 43

Thomsen, Anders Vestergaard ........ 80

Þórisdóttir, Erla Lind ...................... 73

Thyssen, Maiken Rahbek ................ 75

Uddling, Jenny ................................ 20

Uitto, Anna ................................ 67; 74

Utsi, Tove Aagnes ........................... 87

Vaino, Katrin ................................... 36

Vaino, Toomas ................................ 36

Vinnervik, Peter ........................ 76; 81

Vogt, Michael .................................. 27

Voll, Liv Oddrun ............................. 76

Walan, Susanne ............................... 22

Walla, Tanja .................................... 31

West, Eva ........................................ 56

Westman, Anna Karin ..................... 64

Williams, Alexina Thoren ............... 86

Winberg, Mikael ............................. 45

Zetterqvist, Ann .............................. 56

Ødegaard, Marianne ........................ 41

Österholm, Magnus ......................... 55

Øyehaug, Anne Bergliot ................. 84

General Program

Tuesday 6 June

12:00-17:00 Preconference

17:00-19:00 Registration (Kalvskinnet campus)

19:30 Reception (Kalvskinnet campus)

Wednesday 7 June 08:00-09:00: Registration Gløshaugen campus

09:00-10:00 Opening Popular Science Lecture: Alex Strømme, NTNU

10:00-10:30 Coffee Break / Registration

10:30-11:30 Keynote 1: Astrid Sinnes

11:45-12:45 Parallel Session 1

13:00-14:00 LUNCH



18:00-20:30 Excursion: Munkholmen

Thursday 8 June

09:00-10:00 Keynote 2: Wollf-Michael Roth


11:15-12:00 Poster Session & Coffee Break

12:00-13:00 Invited Plenary Symposium: National Centers

13:00-14:00 LUNCH with National Meetings

14:00-15:00 Keynote 3: Kristiina Kumpulainen


18:00 Visit to Nidaros Cathedral with Organ Concert

19:30 Vintage Tram departs to Lian Restaurant

20:00 Conference Dinner at Lian Restaurant!

Friday 9 June

09:00-10:00 Keynote 4: Pernilla Nilsson


11:15-11:30 Coffee Break


12:45-13:15 Closing Address

13:15-14:00 LUNCH

Venue street address: Elektrobygget, NTNU, O.S. Bragstads plass 2e, 7034 Trondheim, Norway

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